Instructional Design

Overview

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This Instructional Design Final Project includes this brief overview, an alignment chart that depicts four modules of objectives/assessments/activities, how learning across the modules will be assessed, two learning guides to provide a snapshot of what might happen in these modules, a sample syllabus, a series of activities that students will perform, as well as a reflection of how I grew as an instructor throughout the design process.
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Before instructional design begins, the educator or designer must first analyze the course. Besides identifying the name and course description such elements as student demographics, delivery method, and challenges must also be addressed.

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Course Analysis

 

Course Name:

 

Research Writing in College

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Course description:

 

This is a blended course that instructs students on the research process, textual analysis of primary and secondary sources, rhetorical strategies for argument and persuasion, as well as how to successfully integrate sources into a longer academic paper utilizing MLA documentation format. Assignments form an arc that begins with a prospectus, outline, and annotated bibliography that culminate in a final presentation and project. Students will keep a weekly project blog that addresses content presented in that week’s module, specific questions regarding assignments, and general progress toward the final. Knowledge checks regarding the content as well as peer review sessions will occur online.

 

Students:

 

The students in this course typically fall into three age groups: PSEO high school students earning college credits, typical college age students (18-21 years old), and adult learners returning to school after a long absence. The gender balance is usually close to equal with perhaps a slight percentage more female than male. This is a community college course with students having high school diplomas or GEDs. Most students are comfortable with smart phone technology, but not all have expertise with computer keyboarding or use of programs (Word or Prezi for example). All students have either passed the developmental and/or initial college writing course or tested into this course. There are a number of students who English is a second language. The students enroll in this course because they have work and family and the online component is what influenced their choice.

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Delivery:

 

This blended course is 50% asynchronous and 50% synchronous, meeting in the classroom every other week during the 16-week semester.

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Challenges:

 

The first challenge is to ensure that students have found a topic that can keep them engaged for the entire semester. It needs to be one that they can find the seven references required for the research and that they can write about substantially for over 3,000 words.

 

The second challenge is the occasional student who believes that if the class only meets in the classroom every other week, then they only have to be involved every other week. Weekly blogs, quizzes and peer review sessions are online instead of in the classroom. Assignment due dates occur on asynchronous weeks. These are ways to promote activity in the weeks that we are not meeting in the classroom.

 

The third challenge is to establish a rhythm for both the students and myself as we move back and forth between synchronous and asynchronous activities. They are far more different than many people believe.