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NORTH CENTRAL UNIVERSITY
ASSIGNMENT COVER SHEET
Student: Orlanda Haynes
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EL7003-8 Instructor: Brian Oddi, PhD
Instructional Design and Engaging E-
Learning Activities
Assignment 1Week 1 Assignment:
Examine the Concepts of E-learning

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The objectives of this course, in part, are to provide a platform in which doctoral students
can professionally reflect on and practice designing and engaging in e-learning activities, as
referenced in the course’s title. In doing so, students are instructed to reflect on a prior course [s]
that fell short of addressing their objectives. Per EL7003-8 guidelines, the following questions
should be used or considered for organizational purpose in students’ essay responses:
 In what ways, did you find the course too difficult or too easy?
 Were the learning objectives made clear to the students?
 Did the course content increase your knowledge of the topics?
 Did the course provide engaging learning activities and provide a way for students to
collaborate?
 Do you think the evaluation tools accurately measured your knowledge of the content?
 Which parts of the Nine Events of Instruction were missing or weak? Offer definitions
for those missing parts.
Reflective Analysis
In What Ways, did you Find the Course Too Difficult or too Easy?
In 2015, I participated in a professional development workshop sponsored by the board of
the University of California at Berkeley (UCB). The purpose of the training was to highlight the
effectiveness of formative and summative assessments. Curriculum best practices recommend
the use of both, primarily, because the processes allow educators to acquire relevant information
that is then used to amend or delete teaching and learning methods that impede learning or
desired objectives (Lodico et al., 2010; Merriam, & Tisdell, 2016; Patchan et al., 2016).
However, these studies also show that formative assessment frameworks that use peer feedback
vs. teacher feedbacks have both benefits including facilitating students’ engagements and

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encouraging academic responsibility and downsides. In that, opponents of such designs have
challenged their effectiveness by citing negative implications including:
 Students’ reliability risks; in that, research studies have shown that peer pressures and
friendship concerns are primary biases in peer evaluations.
 Therefore, students tend to award the same grades or higher ones than what their
classmates have achieved.
 Students do not feel qualified to make such decisions.
 Some students fear retaliations or harsh responses from other students.
 And the peer evaluation process causes duress for some students as well as discord
among classmates (Bijami et al., 2013; Gielen et al.,2010; Gielen et al., 2010; Patchan
et al. (2016).
Moreover, the results of Patchan et al. (2016) study showed that most students preferred
feedback from teachers or facilitators rather than their peers. The prime reason is that they
believed that the latter is less qualified. They also reasoned that they had paid substantial tuition
fees to be taught by professionals rather than classmates. Similarly, Bijami et al. (2013) study
revealed that peer feedbacks usually consisted of misinterpretations of subject matters and
responses regarding simple grammatical errors rather than on courses' contents and ideas. When
possible, I exclude peer evaluations.
Were the Learning Objectives Made Clear to the Students?
Facilitators instructed learners to read specific articles, to watch three videos, to post
responses to two discussion questions, to engage in self and peer assessments, and to complete a
research knowledge assessment test. All of which were related to the subject of curriculum

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development for non-traditional students. During these activities, facilitators provided
descriptive feedback (commented on specific areas of students’ works).
Did the Course Content Increase Your Knowledge of the Topics?
After completing the workshop, I acquired new knowledge and skills that I could easily
implement in both e-learning and brick-and-mortar learning environments; which improved my
students’ learning experiences and academic performances.
Did the Course Provide Engaging Learning Activities and Provide a Way for Students to
Collaborate?
Per Buscombe (2013) and Mcclure (2013), Gagne’s emphasis for creating learning
environments and sequential based curriculum includes five learning categories: verbal
exchanges of information; use of intellectual, cognitive, motor and positive attitude skills. In
other words, a method of planning comprehensive learning events that includes subjects matters
that get and hold students’ attentions and creating relevant learning actions or activities that
enable mental processing positively. As the following chart by Hidayat, Rehman, and Saeeda
(2015, page 6) shows, the course curriculum adhered to these requirements by including course
related articles, videos, discussion questions, self and peer assessments, and research knowledge
assessment tests.
Table 1
Gages’ 9 Events of Instruction
Event Action Mental process
1. Gaining attention Use questions, pictures or
relevant scenarios
Reception
2. Informing learners of the
objective
Tell learners what they will
be able to do after learning
Expectancy
Expectancy

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3. Stimulating recall of
prior knowledge
Ask for recall of prior
relevant knowledge
Retrieval to working
memory
4. Presenting the content Structured display of the
contents to be learned
Selective perception
5. Providing "Learning
guidance"
Use mnemonics,
elaboration, pictures,
graphs
Semantic encoding
6. Eliciting performance Ask learners to perform Responding
7. Providing feedback Give corrective feedback Reinforcement
8. Assessing performance Additional learner
performance with feedback
Retrieval & reinforcement
9. Enhancing retention &
Transfer
Ask learners to apply
knowledge in real life
scenarios
Retrieval & generalization
Do you Think the Evaluation Tools Accurately Measured Your Knowledge of the Content?
As far as informing facilitators about the effectiveness of the course design, formative
assessments played a fundamental role because they had opportunities to adjust the curriculum
structure during the learning process. Likewise, the assessment activities allowed students to
analyze their knowledge of subject matters as well as make appropriate changes to their learning
and development strategies. During the final week of the workshop, facilitators used summative
assessments to gauge whether students had met the course objectives by
 using a rubric scoring matrix to grade scholarly essays, PowerPoints, and e-portfolios;
 using standardize tests (multiply choice questions) (modular learning), and by
 analyzing students’ posts (discussions).
Moreover, they acquired indirect evidence by using students’ end of course evaluations.
As indicated, best practice recommends that educators use well-grounded instructional practice
to gather information about students’ learning and development needs. Research also suggests

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that formative assessments should be used as educational tools to introduce students to concepts
and principles of subject matters rather than as final evaluations of the transference of learning,
also known as summative assessments (Lodico et al., 2010; Merriam, & Tisdell, 2016; Patchan et
al., 2016). From this perspective, the workshop’s curriculum assessments accurately measured
my academic performance and abilities.
Which Parts of the Nine Events of Instruction Were Missing or Weak? Offer Definitions
for Those Missing Parts.
Except for my views on the use of peer feedback in formative assessment structures,
Gages’ 9 Events of Instruction were successfully represented in the workshop’s curriculum.
In brief, this assignment has comprehensively fulfilled the EL7003-8 Assignment 1’s
objectives which, among others, are to provide a platform in which doctoral students can
professionally reflect on designing and engaging in e-learning activities. Questions
recommended to guide students’ responses, for example, are indicative of best practice for
curriculum development (nine events of instructions). Research shows (Brown et al., 2013;
Buscombe, 2013; Mcclure, 2013; jclarkgarner, 2011; Snyder, & Gardner, 2011), that by using
Gagne’s nine events of instruction, students’ approval rates as well as increases in academic
performance increase by 78% to 82.5%.

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References
Bijami, M., Kashef, S. H., & Nejad, M. S. (2013). Peer feedback in learning English writing:
Advantages and disadvantages. Journal of Studies in Education, 3(4), 91-97.
Brown, B., Eaton, S. E., Jacobsen, D. M., Roy, S., & Friesen, S. (2013). Instructional design
collaboration: A professional learning and growth experience. Journal of Online
Learning & Teaching, 9(3), 439-452.
http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
ehh&AN=94872251&site=eds-live
Buscombe, C. (2013). Using Gagne’s theory to teach procedural skills. The clinical
teacher, 10(5), 302-307.
Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the
effectiveness of peer feedback for learning. Learning and instruction, 20(4), 304-315
Gielen, S., Tops, L., Dochy, F., Onghena, P., & Smeets, S. (2010). A comparative study of peer
and teacher feedback and of various peer feedback forms in a secondary school writing
curriculum. British educational research journal, 36(1), 143-162.
Hidayat, U., Atiq U. Rehman, Saeeda, B. (2015). Gages’ 9 events of instruction-a time tested
way to improve learning. Pak Armed Forces Med J, 65(4), pp. 535-39. Retrieved from
file:///H:/EL7003,8FEB.2017/Research.Gagnes9.pdf
Jclarkgarner (2011, September 25). The ADDIE development phase [Video file].
https://www.youtube.com/watch?v=VzYDNWhQWYA
Lodico, M., Spaulding, D., & Voegtle, K. (2010). Methods in educational research: From theory
to practice (Laureate Education, Inc., custom Ed.). San Francisco: John Wiley &Sons.

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Merriam, S. B., Tisdell, E. J. (2016). Qualitative research: A guide to design and
implementation (4th Ed.). San Francisco: Jossey-Bass.
Mcclure, C. (2013, November 10). Implementing Gagne’s conditions of learning (P. 1) [Video fil
e].https://www.youtube.com/watch?v=bP1l55U1sQ0
Patchan, M. M, Schunn, C. D., Correnti, R. J (2016). The nature of feedback: How peer feedback
features affect students’ implementation rate and quality of revisions. Journal of
Educational Psychology, 108 (8), pp.1098-1120. Retrieved from
http://dx.doi.org/10.1037/edu0000103
Snyder, D., & Gardner, J. (2011). Implementing a world-class e-learning technology in a
graduate instructional design course, Journal of Educational Technology Systems, 40(4),
389-399.
http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
ehh&AN=79629575&site=eds-live