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Assignment Projects

Assignment One

Introduction

The Systematic Design of Instruction, written by Walter Dick and Lou Carey and published in 1978, is where the Dick and Carey Model was originally put forward. Instead of seeing education as a collection of discrete elements, the paradigm views instructional design as a system. The Dick and Carey model, like the Kemp model, focuses on how different design process components interact with one another. These components for the Dick and Carey paradigm include context, content, learning, and instruction. According to Dick and Carey, the delivery method, learning, resources, instructional activities, and instructor all work together to generate the intended results.

Description of the Learning Scenario

SBL, or scenario-based learning, is a kind of learning where the student is given a situation or scenario and asked how to proceed from it. This method of instruction and learning is based on the ideas of the contextual learning theory, which Lave and Wenger developed in 1991. They contend that learning occurs most effectively in the environment where it will be put to use. Situated cognition and scenario-based learning have a lot of similarities. That information is best learnt and better understood when placed within its context is the same principle.

The learning scenario entailed developing soft skills. This interactive lesson for provides examples of conflict in the workplace. Real-world scenarios are presented to the students, and formative feedback enables them to comprehend the effects of their choices and choose the best course of action (Vera & Tejada, 2020). They also have a meter that they may use to gauge their progress. A number of conflict-related scenarios are provided to students so they may recognize and avoid similar ones in the workplace.

Needs Assessment

The process of identifying and figuring out how to close the gap between an organization's current state and desired state is known as a needs assessment. The process details which procedures a team should improve, prioritize, or fund in order to accomplish its objectives. Many workplaces are intricate networks made up of numerous individuals, departments, and goals.

Queries about Success Rates

What actions are necessary to achieve our goals?

What is the likelihood that our proposed solution will work?

What activities are necessary to effectively address our needs?

Performance Inquiries

How are we measuring performance using KPIs?

What constitutes a superb performance?

How is the performance right now?

Operation-related queries

Who are the parties involved?

Where in the process does the need arise?

How often do we notice the need ?

Learning Goals for this Project

Learning objectives enable teachers and their students to concentrate on the material that is being covered in class. When learning objectives are clear, they direct students' judgments about where to concentrate their learning efforts and demonstrate what they should take away from a particular activity. Learning objectives also guarantee that the most essential aspects are assessed, and that courses are structured to satisfy students' needs in the best possible way. Learning objectives that are effective are detailed, quantifiable, and centered on the capabilities of the pupils.

The initial objective is to improve one's ability to communicate. Your quest of success relies heavily on your capacity to communicate with others in a clear and concise manner. This is true for all forms of communication, including verbal and nonverbal exchanges with coworkers, clients, customers, friends, and families (AlHouli & Al-Khayatt, 2020). While not everyone has the potential to be a great orator or writer, all of us have the ability to become excellent communicators via education.

The development of abilities in the art of negotiating is the second objective. Negotiation skills are an indispensable asset to have on hand, whether the topic at hand is the terms of a contract, business deals, salaries, or the prices of commodities. They can help you save a significant amount of time and money, and they can also provide you with leverage. Keep up your education on morality and social responsibility by reading as much as you can on the subject. In addition, it is important to examine all of the material that is accessible inside a business addressing its basic principles and ethics. anger in the way that you interact with other people. Having ethics and being responsible to one's community is the final objective.

Learner Identification and Goal Analysis

John is one of the possible personas. He is self-employed in that he operates his own bookstore. He was born and raised in New York City, and now he's 34. Middle-class married couple with a toddler. After getting married three years ago, he decided to make a career shift. Working for a multinational corporation meant that John's job kept him busy, leaving him little time for recreation. Because of his desire to start a family, he gave up his job and put his life savings into opening a bookstore, an ambition of his since his college days. He only wants to keep his bookstore open.

John is not very good at keeping track of his income and expenditures, so he often finds himself confused. Profit at the end of the month is the most pressing issue he must resolve. It takes him a lot of time to do a thorough study. And in order to devote more time to his family, he left his job in corporate America.

John needs an item capable of processing the evaluation of his earnings. He wants a simple tool that will tell him how many books he's sold, how much he's earned and how much he's spent, and what kinds of books and what titles are the most popular purchases at his store. He needs reliable outcomes from this product, and he needs to spend less time operating the store.

Goal Statement

"In three years or fewer, I'll will help many students develop important soft skills. To do this, I'll will implement what I have learned from the course materials to ensure that I pass the knowledge to someone else”

Assignment Two

For the sake of this project, the Walter Dick and Lou Carey Model will serve as my choice of reference. Because it made the evaluation process simpler, this specific model was a good choice to use for the task in question. Both the Dick and Carey model and the Kemp model center their attention on the ways in which the many components of the design process interact with one another. Context, content, learning, and teaching are the components that make up the Dick and Carey paradigm. According to Dick and Carey, the outcomes that are achieved are the product of a concerted effort on the part of the delivery method, the learning, the resources, the instructional activities, and the teacher.

The process of needs assessment that I did was crucial, and it produced key outcomes that will continue to be useful in the future. The requirements assessment will be helpful in determining what tasks need to be carried out in order for our project to achieve its objectives. This requirements assessment will then inform the overall strategy and methods for a project by contributing to the identification of focused tactics and assisting in the prioritization of resources (David & Saeipoor, 2018).

Assignment Three

Attainment of Learning Objectives

For the purpose of determining whether or not the learning goals have been met, I shall conduct a summative assessment. Every day, and even on an ongoing basis, student learning may be measured with the use of formative assessments. These assessments provide information on how and what students are learning in the course and frequently inform the next steps of instruction. Having students use index cards at the end of class to jot down key takeaways or areas of confusion will help you be more deliberate and purposeful with your teaching. Instead of asking students directly whether they have questions or if they grasp the topic, this method is more effective. By collecting and analyzing the replies, you may get insight into the topics that have been kept by the students and determine what the further stages in your teaching could be. Students have a deeper understanding of their own learning when they are given feedback on these recurring themes.

Level of Student Success

The percentage of successful students will be determined by me using a few different metrics. The first way is by looking at graduation rates and student retention rates. Students who are retained are those who are allowed to continue their education and ultimately get a degree. The retention rate helps educational institutions determine the percentage of students who made academic progress that was deemed to be adequate (Moosa Rasheed, & Jurdi, 2019). The higher the employee retention rate, the more advantages you will see. These include the opportunity for higher money as well as an improved ranking, both of which may be used to entice qualified candidates and professors.

The second factor is the percentage of students who graduate. This refers to the total number of degree-seeking students who attended a certain school and ultimately received one. Many issues that affect retention rates also affect graduation rates; one example is the unpredictability of students' paths. Many transfer or part-time students, for instance, would not be included in federal graduation rate calculations. Once more, you'll find this more frequently at community colleges.

The third factor is one's performance in their academic studies. Metrics that assess and monitor academic growth and success are what we mean when we talk about academic performance. They include your grade point average, where you ranked in your class, or how well you performed in your first year of core subjects. The grade point average (GPA) is a simple metric that directly corresponds to a student's grades. How well you do in core subjects during your first year can be an indicator of how well you will do in subsequent terms.

Formal and Informal Evaluations

There are nine stages to the instructional design model developed by Dick and Carey. Unlike ADDIE, this model allows for continuous iteration and refinement. It incorporates the ADDIE model's five steps into its own framework, but does so much more thoroughly and systematically (D’Angelo et al., 2018). It also incorporates iterative development through continuous revision of instruction, putting more emphasis on design and less on implementation than the ADDIE model.

Where you want to end up as a teacher is outlined in your instructional goals. Clearly defining what you want your learners to be able to do or how they should act after your initiative has been successful is essential. So is making sure that these goals align with the organization's larger strategic goals.

Instructional analysis is the second step in the Dick and Carey Model of Instructional Design. The gap between where you are now and where you want to be can be calculated by conducting an instructional analysis to determine the level of knowledge and skill of your student body. Depending on the nature of the abilities being evaluated, this can be done through interviews, surveys, observations, or tests of various kinds.

Creating criterion-specific tests is an essential step in tracking student growth and documenting the efficacy of teaching. These should be suitable in length and difficulty for the students you teach. Next up in the Dick and Carey Instructional Model is formative evaluation development and implementation. In formative evaluation, you look at how well your learning plan is formulated. Review, focus groups, segment testing, and a pilot run of your training program can all help you gather this information. The initiative ought to be refined through iteration based on the feedback received.

Evaluation Chart

Strongly agree Strongly disagree

1. The program content met my needs. 1 2 3 4 5

2. Length of the course was adequate 1 2 3 4 5

3. What did you like most about the course?

4. What specific things did you like least about the course?

5. If the course was repeated, what should be left out or changed?

Assignment Four and Five

Unit V Design Project: Instructional Strategies

Designer:	John Walker
Topic or Subject:	Acquiring Soft skills
Name of Lesson or Unit:	Soft skills
Learning Objective(s):	To gain soft skills to implement in the real world
Learning Skills:	Soft skills
Materials or Resources:	Course materials
Instructional Strategies
Explain:	What we mean by "microlearning" is the process of learning new material in little, manageable portions. Since the average human's short-term memory can only store three to five bits of new information before being overwritten or pushed out, it is far more likely that information will be retained in long-term memory if attention is narrowly focused on a small number of related issues. Distributed practice, also known as spaced repetition, involves repeating lectures at progressively greater intervals until the material is fully internalized. Use the appropriate spaced repetition schedule to maximize efficacy, or risk revising information either before it has had a chance to decay or after it has already degraded. Because it's easier to repeat brief courses, microlearning is a useful instructional model design.
Scope of Task:	To analyze how students acquire soft skills
Lesson Activities:	Practicing soft skills with real life scenarios
Evaluation
N/A	No	Some	Yes	Pre-instructional Activities
☐	☐	☐	☐	Is the plan appropriate for the learners and their characteristics?
☐	☐	☐	☐	Is the plan motivational for learners (holds their attention, is relevant to their lives, etc.)?
☐	☐	☐	☐	Does the plan inform learners of the objectives and the purpose of instruction?
☐	☐	☐	☐	Does the plan require learners to recall prerequisite knowledge/skills?
☐	☐	☐	☐	Does the plan inform learners about the input they will need to complete the task?
N/A	No	Some	Yes	Presentation Materials
☐	☐	☐	☐	Does the plan include materials that are appropriate for the type of learning?
☐	☐	☐	☐	Does the plan include clear examples for learners?
☐	☐	☐	☐	Does the plan include appropriate materials such as illustrations, demonstrations, etc.?
☐	☐	☐	☐	Is the learner guided through the presentation materials?
☐	☐	☐	☐	Are there aids that help learners link prerequisite knowledge to new content and skills?
☐	☐	☐	☐	Does the plan include a progression from the familiar to the unfamiliar?
☐	☐	☐	☐	Is the plan organized?
N/A	No	Some	Yes	Learner Participation
☐	☐	☐	☐	Is the plan appropriate for the type of learning anticipated?
☐	☐	☐	☐	Does the plan align with the objectives?
☐	☐	☐	☐	Does the plan align with learner characteristics (age, environment, etc.)?
☐	☐	☐	☐	Does the plan align with the instruction?
☐	☐	☐	☐	Will the plan motivate learners (build confidence and learning momentum)?
☐	☐	☐	☐	Is the plan’s placement appropriate (not too early, not too soon, etc.)?
N/A	No	Some	Yes	Feedback
☐	☐	☐	☐	Is the plan appropriate for the type of learning that’s anticipated?
☐	☐	☐	☐	Does the plan for feedback align with the objectives?
☐	☐	☐	☐	Does the plan for feedback align with learner characteristics?
☐	☐	☐	☐	Is the plan for feedback to be informative, supportive, and corrective?
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