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Instructional Plan Presentation.pptx
- 1. Instructional Plan: Professional Development Erin Andrade July 2021 University of Phoenix CUR/516: Curriculum Theory And Instructional Design Joan Beckner
- 2. Part I Analysis Course Description Target Audience Goals
- 3. About the Course Title: Professional Development Length: Five-week module Format: Interactive Distance Learning Description: Career readiness, workplace development, and customer service skills are more important than ever. To be competitive and successful in today’s job market, students need to build the skills necessary to work effectively in an increasingly global and diverse workplace. Personal and career development requires constantly revisiting and updating goals to align with ones’ personal and professional life. Through research, discussion, and workshops students examine how the skills they learn in the classroom can be applied in the workplace, and, similarly, how workplace skills translate from the classroom to continued success in life.
- 4. About the Learners: Demographics 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Age Gender Education Program 18-29 30-49 50+ Male Female High School Some College College Degree Medical Pharmacy HVAC
- 5. About the Learners: Self-Reported Information 0 10 20 30 40 50 60 Reason for Attending Obstacles Expectations Computer Skills Career Change Unemployed GI Bill Family/Childcare Transportation Work Conflicts Help/Support Communication Answer Questions 2- to 4 5 to 7
- 6. Goals Soft skills development Computer training Personal growth and development Job search strategies
- 7. Part II Design & Development Objectives Instructional Strategies Instructional Technologies
- 8. Objectives Based on course goals Include • Audience • Behavior • Condition • Degree of mastery Given a job ad and information from an employer’s website, the professional development student should be able to write a targeted resume that follows standard resume conventions and aligns with the job position.
- 9. Instructional Strategies and Activities Classroom: • Class discussions • Group projects • Workshops • Role playing Online: • Interactive lectures and videos • Discussion board • Reading • Practice quizzes
- 10. Instructional Technologies • Canvas • Library resources • Microsoft Surface tablet • Microsoft Office products • Videos • Recording software and equipment • Internet and web resources
- 11. Part III Implementation Timeframe & Resources Collaborators Communication & Engagement Assessments
- 12. Timeframe & Resources Timeframe • Module length: 5 weeks • 2 class sessions per week • 4.5 hours per day • Frequency: Every 5 weeks Resources • Classroom • Online
- 13. Collaborators • Instructor/SME • Career Services • Learning Resource Center Coordinator • Canvas Coordinator • Director of Education
- 14. Implementation Details Communication • Orientation • In person – handouts, verbal instructions • Canvas Student Engagement • Online discussion boards • In class discussions and Q&A • Team building and collaborative activities • Open communication
- 15. Formative Assessments Analysis of Student Work • Checkpoint Questions • Essays • Portfolios Skills Performance • Typing tests • Microsoft Office Skills Assessment • Mock Interview Quizzes and Exams Presentations
- 16. Part IV Evaluation Instruments Criteria
- 17. Evaluation Instruments and Criteria • Student surveys • Observations • Portfolios • Kaufman’s model of learning evaluation
- 18. References Deller, J. (2020, April 30). Kaufman's model of learning evaluation: Key concepts and tutorial. Institute of Technology. (2016). Professional Development Syllabus. Toth, M., Meredith Irvin, A., & Foulger, T. S. (2010). Changing delivery methods, changing practices: Exploring instructional practices in face-to-face and hybrid courses. Journal of Online Learning and Teaching, 617.
Editor's Notes
- This is instructional plan is for a professional development course offered at Institute of Technology, prepared by Erin Andrade for CUR/516 Curriculum Theory and Instructional Design and University of Phoenix. This presentation will outline four parts of the instructional plan which incorporate the five stages of the ADDIE model of instructional design and development. Part I includes a learner’s analysis and identifies four goals and other basic course information. Part II identifies key design elements and include objectives for each goal written in A-B-C-D format, instructional strategies, activities, and technologies that will be used. Part III addresses what will be needed during the implementation stage. This part highlights important issues such as timeframe, resources that will be needed, corroborators (who will be involved in implementation), strategies for communicating course information to students and for keeping learners engaged throughout the module, and assessment instruments and methodologies. Part IV addresses the instruments and criteria that will be used to evaluate the course and determine whether participants met the learning goals and objectives.
- Part I: Analysis incorporates the first stage of the ADDIE model through a learner’s analysis for the purpose of defining and understand the target audience. Additionally, this part of the instructional plan identifies key course information such as the title, length of course, format/learning environment, course description and goals of the course.
- About the Course – Purpose and Description: Professional Development is a five-week accelerated program. It is the first of 7 or 8 modules comprising all medical and technical programs offered at Institute of Technology. Traditionally offered in a face-to-face format, beginning in the fall, the Professional Development module will be offered in an IDL format (hybrid learning environment). This course is designed to prepare learners for the challenges of working in the increasingly changing job environment of the 21st century. Its purpose is to prepare learners in the following key areas: Academic success: Prepare students with academic strategies to be successful in their core programs. Computer training: Prepare learners with basic computer skills and understanding of Microsoft Office programs. Soft skills development: Discuss and practice interpersonal, teambuilding, goal setting, time management, self-awareness and improvement skills and strategies. Job search strategies: Construct a portfolio to include resumes, cover letters, references, thank you letters, and a generic job application and apply interview skills. Course Description: The course description used in this instructional plan has been adapted from the IOT Professional Development course syllabus (2016). Career readiness, workplace development, and customer service skills are more important than ever. To be competitive and successful in today’s job market, students need to build the skills necessary to work effectively in an increasingly global and diverse workplace. Personal and career development requires constantly revisiting and updating goals to align with ones’ personal and professional life. Through research, discussion, and workshops students examine how the skills they learn in the classroom can be applied in the workplace, and, similarly, how workplace skills translate from the classroom to continued success in life.
- All students enrolled in Institute of Technology’s module-based medical and technical programs are required to take the five-week Professional Development module. Considered a prerequisite, most students will be automatically enrolled in the course prior to beginning their core modules, whether they are interested in taking the course or not. A learner’s analysis was conducted through the following methods: Student records stored in Institution of Technology’s student information system and learning management system (MyIOT) Self-reported information collected from student questionnaires completed at the beginning of the course. The following data pertains to students who enrolled in the on-ground professional development module from September 2020 – June 2021. It is likely that students enrolling in the IDL format will have similar demographic and learner profiles. Age Ages 18-30: 81% Ages 30-45: 13% Ages 45+: 6% Gender Female: 76% Male: 24% Educational background (highest level of education) High School diploma/GED: 71% Some college: 7% Undergraduate degree: 2% Graduate degree: 0% Military or professional training: 21% Program Medical Assistant/Billing and Office Administration Pharmacy Technician Heating, Ventilation, Air Conditioning Special Needs or Limitations Wheelchair (1 student) Hearing impaired (1 student) Visually impaired (1 student) Learning disability – IEP (3 students) ESL (2 students) No internet at home (3 students)
- New students are given a questionnaire on the first day of class. The questionnaires ask for basic information (address and contact information) in addition to some personal and background information that helps the instructor determine the learners’ different needs. A total of 55 first-day questionnaires were collected from September 2020-June 2021 (representing eight mod starts). Answers for each question were grouped with similar answers. For example, when asked what challenges the student might faced, answers pertaining to childcare were grouped together, while answers pertaining to transportation were grouped together and so forth. Information used in the learner’s analysis include the reason for attending IOT (not the course), potential obstacles to being successful in school, expectations for the instructor (what students expect from the instructor), and computer skills based on a scale from 1-10. These are the results: Self-Reported Information (Questionnaire) – Top three responses Reason for Attending IOT Career change Unemployed GI Bill Obstacles you expect to encounter Family obligations or childcare issues Transportation issues Work conflict What do you expect from the teacher? Support, help with assignments Communication Answers to questions Comfortability skills (scale of 1-10) 3-4 6-7 8-9 Worth noting, is the following additional information obtained from the questionnaires: Several students indicated they are the first in their family to go to college A common reason for going back to school for career training is the need to provide for family; many students are single mothers A small number of students cited their learning disabilities as a potential obstacle to success and mention they may require accommodations A number of students mention sleep (or lack of sleep) as a potential obstacle to success in the program Several students wrote that they expect the instructor to teach or “tell me what I need to know” and therefore become an active agent on students’ learning Some students mention that while not computer savvy, they have experience with using and are comfortable with using other types of technology
- Upon completion of this course, students will be able to Describe soft skills needed in a professional environment. Interpret and demonstrate a basic understanding of Microsoft Office programs. Identify areas for self-improvement and describe the value of personal growth and development. Construct a portfolio to include resumes, cover letters, references, thank you letters, and a generic job application and apply interview skills.
- Part II of the instructional plan focuses on what will be needed to design and develop the course and includes the following: Objectives based on the course goals that clearly identify the audience, behavior, condition, and degree of mastery. Instructional strategies and activities that will be most effective for helping learners meet the objectives. Instructional technologies that will be used in both distance and on-ground portions of the course.
- The learner objectives are based on the goals identified in Par 1: Analysis: Describe soft skills needed in a professional environment. Interpret and demonstrate a basic understanding of Microsoft Office programs. Identify areas for self-improvement and describe the value of personal growth and development Construct a portfolio to include resumes, cover letters, references, thank you letters, and a generic job application and apply interview skills Objectives are written in A-B-C-D format and include the audience, behavior, condition, and degree of mastery. Notice how these three objectives for the professional development module align to the learning goals: Given a computer with Microsoft Office and instructions, the professional development student should be able to follow steps to create a Word document, Excel spreadsheet, and three-slide PowerPoint presentation with 100% accuracy. This aligns to goal #2 because the behavior (create Microsoft Word, Excel, and PowerPoint documents) matches the goal of demonstrating an understanding of how to use Microsoft Office. Given a job ad and information from an employer’s website, the professional development student should be able to write a targeted resume that follows standard resume conventions and aligns with the job position. This aligns to goal #4 because the behavior matches the goal of constructing a portfolio to include a resume. It also aligns to goal#1 because standard resume conventions include the ability to list soft skills that relevant to the position. In a 500-word essay, the professional development student should be able to describe three leadership traits with examples of how they are demonstrated by a selected leader. This aligns to goal #1 because the behavior matches the goal of describing soft skills needed in a professional environment which include leadership traits.
- This course will utilize a variety of instructional strategies that align with students’ different learning styles, varied course content, and blended learning format. Strategies that work best with the target audience and short timeframe focus on both individual and collaborative learning activities to reinforce concepts covered in lectures, reading material, online videos, and demonstrations. In-class workshops provide students with opportunities to work on projects, such as their resume or research presentation, with the availability of help and feedback the instructor and classmates. Group projects and activities help students practice teambuilding and interpersonal skills, critical thinking skills, and creativity which will prepare them for success in learning and on the job. Online learning activities such as interactive lectures, videos, discussion boards, and practice quizzes can be accessed in Canvas, the online learning management system.
- Given the IDL format, professional development students will need access to a computer and internet. It is a known fact that many students who attend IOT’s various on-ground programs do not have access to a computer or internet outside of school. For this reason, students enrolling in IDL programs will be issued Microsoft Surface tablets and keyboards prior to beginning the professional development module. Ensuring that all learners have equitable access to the required technology and equipment, instructional technologies will include the following: Canvas, LMS IOT online library resources – Academic OneFile, OPAC Microsoft Office – Word, Excel, PowerPoint Online videos Recording software for lectures and presentations Web resources including Quizlet, Kahoot, Typing.com, YouTube, TedEd, and Khan Academy
- Part III provides details about how the course will be implemented. It addresses course length and frequency and timeframe for class sessions, resources and materials that will be needed, collaborators, meaning any and all persons involved in the implementation, and formative assessments that will be used.
- The first IDL Professional Develop is slated to start on September 13, 2021. The initial module and subsequent modules will be five weeks in length with two on-ground class sessions per week. Each class session will be 4.5 hours. Each new module will start in the week following the final week of the previous module – so every five weeks a new module will begin. Because this is a hybrid course, resources and materials will be needed for the classroom and online learning settings. Resources for the classroom include: Textbooks (print) Computers Internet access Printer Projector Whiteboard Desks, tables, chairs Office supplies Online resources include: Surface tablets (optional, one per student) Canvas Textbook (digital) Internet access Videos Online reference material
- Instructor/SME The instructor plans lessons, arranges classroom, and participates in curriculum revisions and course design. Career Services The Director of Career Services and the Externship Coordinator facilitate three mock interview workshops during the 5-week module and conduct student mock interviews in the final week. Learning Resource Center Coordinator The LRC coordinator coordinates purchasing and distribution of student resources (textbooks, uniforms, equipment) and provides an orientation for library resources. Canvas Coordinator This person is authorized to add reference materials to or make changes to Canvas, as needed. Director of Education The DOE makes final curriculum decisions, conducts classroom observations, and coordinates procuration of materials, equipment, and supplies.
- Communication: Students will attend an in-person orientation on the Wednesday before the start of the module where they will receive information about starting class in Canvas. The course syllabus, outline and schedule, class expectations, and other information will be distributed to students on the first day they attend class in person. A digital copy of each will be accessible on Canvas as well. The instructor will be able to communicate to students via Announcements in Canvas throughout the module. Engagement: Research on best practices for a hybrid learning environment suggests the following strategies for promoting student engagement: Good practice encourages contacts between students and faculty Good practice develops reciprocity and cooperation among students Good practice uses active learning techniques Good practice gives prompt feedback (Toth, Meredith Irvin, & Foulger, 2010). With this in mind, the professional development module will incorporate a variety of activities that promote active learning including online discussion boards in Canvas, in which students will interact with one another and the instructor will interact with students, in-class discussions (including time dedicated to answering students’ questions) and team building and collaborative activities including group projects and presentations. Additionally, the instructor will post office hours and maintain open lines of communication, provide prompt feedback on assignments and exams, and offer open workshops or lab during or after class for students to study or work on assignments with other students and/or engage the instructor for assistance.
- Formative assessments are used to evaluate the effectiveness of instructional strategies and determine if modifications to the lesson plan is needed. This information can be gathered from student feedback, such as surveys or discussions, and can be observed in the quality of student work – for example, how students perform on exams, assignments, and presentations. The following assessment strategies will be used in the professional development module: Analysis of student work Homework & class assignments – checkpoint questions, essays Discussion boards and class discussions with guided questions Portfolios – resume portfolio, case studies Skills performance activities Typing tests Microsoft Office skills assessment Mock interview Quizzes and Exams Weekly quizzes – matching, multiple choice, true false Practice quizzes, review games Presentations Staff interview presentation Individual research presentation Group research presentation
- Part IV is the final stage of the instructional plan. This part addresses evaluation instruments and criteria that will need to be created to determine whether the course goals and objectives are met.
- How will we know if the conversion from face-to-face classes to a hybrid IDL format is successful? Will an activity that was designed to be completed in a classroom provide the same experience if completed elsewhere? Will changes to instruction (such as online lectures) affect the quality of the learning experience and the effectiveness of the course? Kaufman’s model of evaluation can be an useful tool for evaluating the professional development at a career training school. Kaufman’s levels of learning evaluation can be applied as follows: Input – quality of online learning materials and resources Process – delivery (face-to-face and IDL) Acquisition – acquired learning, on-the-job performance (this can be measured during student externships) Application – how well students apply what they learned on the job (can also be measured in student externships or from employer feedback) Organizational payoffs – performance evaluations and cost-benefit analysis (conducted annually) Societal Outcomes – are students graduating, gaining employment? This includes feedback from employers who hire our students and large scale analysis of the impact of career training and education in the community (this will be more difficult to evaluate) Regardless of the model or method used, course evaluations should address the following: Student support Communication Course content – quality and relevancy Lesson plans and learning activities (suitable for audience, easily adaptable, match course objectives) Student preparedness for core program Clear learning objectives that reflect the course goals Learning Environment Technology, resources, and equipment At the end of the course students will be invited to participate in an online survey about the course in which they will be asked questions about the level of support provided, communication from faculty, accessibility to resources and technology, appropriateness of learning materials and activity, and any other feedback they wish to provide. The Director of Education will sit in on at least two class sessions during the first IDL module to observe the quality of instruction, learning environment, classroom management, and level of student engagement. Student files will include samples of their work including homework and tests, grade reports, and survey results. These will be available for audit by Accrediting Commission of Careers Schools and Colleges (ACCSC) and may be used for purposes of course evaluation. .