Systematic Design of Instruction Project

Systematic Design and Evaluation Project

Process

Following the Dick & Carey model of systematic instructional design, I designed, developed and evaluated a 30-minute unit of self-paced instruction on how to modify recipes to follow WFPB Living. The project was part of my course work for Intro to Instructional Systems and entailed a project proposal, three reports and a final instructional module.

Tools Used: PowerPoint, Microsoft Word, Canva

Task, Learner and Context Analysis

This analysis included a detailed task analysis of modifying recipes to follow the WFPB criteria and an analysis of the characteristics of the target audience and their learning and performance environments.

Analysis Report

Design Specifications

This design document describes the nature of the materials to be designed, the instructional objectives, examples of assessment items, and a detailed outline of my instructional strategy.

Design Document

Final Program and Formative Evaluation

The 30-minute self-paced instructional lesson includes objectives, information, examples, practice and feedback on how to modify recipes to follow WFPB living. The Formative Evaluation reports on the results of a small-group formative evaluation of my instructional lesson.

Instructional Lesson

Formative Evaluation

ISLT Competencies:

Communication Skills

Communicate effectively in written, oral, and visual formats.
Produce clear, concise and grammatically correct messages.
Produce visuals that adhere to the principles of message design.
Deliver effective and engaging presentations.

Analysis Skills

Analyze learning and performance problems to recommend appropriate solutions.
Use a variety of analysis practices such as performance system analysis, needs assessment, goal, task, learner, and context analysis.
Use appropriate data collection methods and tools to conduct analyses.
Determine subordinate and prerequisite knowledge and skills.
Write analysis reports and disseminate findings to stakeholders.

Design Skills

Apply learning theory and systems thinking to design practice.
Design interventions to address learning and performance.
Design a curriculum, program, or learning solution.
Align outcomes, strategies, and assessments.
Generate appropriate instructional strategies and activities.
Design assessments to measure learning and performance.
Use visual design principles appropriately.
Generate design documents and disseminate findings to stakeholders.
Provide a rationale for design decisions.

Evaluation and Research Skills

Design and develop formative and summative evaluation plans.
Conduct a formative evaluation of an instructional intervention.
Write a proposal for a program evaluation.
Apply appropriate qualitative and quantitative data collection methods.
Collect, analyze, and summarize data.
Generate evaluation reports and disseminate findings to stakeholders.
Provide a rationale for evaluation decisions.