Module 10 – Instructional Design
I decided to
critique the instructional design of my internship course using Gagne’s theory
of instructional design. I have listed
each of the nine events of instructions and the corresponding elements found
that show evidence of the particular event:
Gain attention – I find it rather unique how attention
is gained in each module. There is a
section called “Module Minute” on the first page of each module. In this section, texts and audio tell what is
to be expected and why. It often
connects the context to real life, making the content relevant.
Provide a learning objective – The learning objective is evident
through the essential questions that are listed on the first page of each
module. Additionally, key terms are
listed, making it explicitly known what is to be learned in the module.
Stimulate recall of prior
knowledge – This is not evident in the modules. None of the modules reference other modules
or mention prior learning. Although the
modules seem to build off of each other/scaffold, there is no evidence of
stimulating prior knowledge
Present the material – Material is presented in a variety of
ways. Each module contains videos, text,
and audio pertaining to the content.
Additionally, the material is chunked for better understanding. For example, in the “Personal Finance”
module, after reading about budgeting, students are asked to test their
budgeting skills through a task. Once
the task is explained, a new concept about personal finance is introduced.
Provide guidance for learning – Each module presents the material in a
variety of ways. At times, cloze paragraphs
are used as a form of note taking for students.
Additionally, the sidebar always includes links to more information
about the topic at hand as well as links to handouts that students may need.
Elicit performance – Students are given a variety of tasks
in each module. An example of a task is using
the PACED make a decision. Instructions
for these tasks are written in the modules themselves. Additionally, instructions are often found in
pdf or Word documents on the sidebar.
Rubrics are also provided so that students know what they are expected
to complete.
Provide feedback -
Since rubrics are provided, my mentor professor usually uses the rubrics to
grade tasks. Individualized feedback is
provided as he uploads a rubric for each student. More immediate feedback is given during
weekly discussion posts pertaining to the topic in the module for that
particular week.
Assess performance – Each module contains quizzes after
chunks of material has been presented. Additionally, assignments are
distributed throughout the modules. A
final project or test is given at the end of every module. For example, one module asks students to
create a photo journal as a final project while another module gives a timed
test as a final assessment.
Enhance retention and transfer –Each module has a section entitled, “module
wrap-up” in which students are given a list of all self assessments, tasks, and
quizzes that should have been completed in the module. Each item is hyperlinked so that students can
go back and ensure that they have met all expectations before proceeding to the
final assessment/project. In addition, a
section entitled “review” includes a crossword puzzle, word search, or other
quick simulation for students to complete using the content and key terms from
the module.
Wiggins,
G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria:
Association for
Supervision and Curriculum Development.
Supervision and Curriculum Development.
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