First Year Needs Analysis Proposal, Final Individual Project, ETEC 600 Theory & Practice in Educational Technology
Description
This individual project was designed as a final project for ETEC 600 Theory and Practice in Educational Technology. The task was to develop a proposal for the analysis of a case study based on the ADDIE model.
The audience was a team in Australia that had already begun an instructional design project without adequately preparing a needs analysis. The task was to suggest how they might step back and regroup before moving ahead so that they could address the multitude of problems being encountered. In this approach the team was urged to look at what strengths they had, and use Hodell's seven questions as a guide to proceed.
This enhanced podcast was created using a PowerPoint that was saved in jpg format and imported to iPhoto so that it could be used to create a GarageBand podcast. It was then imported to iTunes. In preparing it for this portfolio, it was converted to iMovie format and uploaded to the following VoiceThread. The first slide is the movie followed by the individual slides.
Students were given the optional opportunity to discuss projects with other members of the class on the OTEC 08 Ning. However, in the first half of the course, learners completed several case studies for which feedback assured an awareness of all the factors involved in developing a needs analysis. With this in hand, final projects were completed as a summative assessment of the learning.
The audience was a team in Australia that had already begun an instructional design project without adequately preparing a needs analysis. The task was to suggest how they might step back and regroup before moving ahead so that they could address the multitude of problems being encountered. In this approach the team was urged to look at what strengths they had, and use Hodell's seven questions as a guide to proceed.
This enhanced podcast was created using a PowerPoint that was saved in jpg format and imported to iPhoto so that it could be used to create a GarageBand podcast. It was then imported to iTunes. In preparing it for this portfolio, it was converted to iMovie format and uploaded to the following VoiceThread. The first slide is the movie followed by the individual slides.
Students were given the optional opportunity to discuss projects with other members of the class on the OTEC 08 Ning. However, in the first half of the course, learners completed several case studies for which feedback assured an awareness of all the factors involved in developing a needs analysis. With this in hand, final projects were completed as a summative assessment of the learning.
See the assignment.
The following AECT standards were addressed in the project:
Standard 1 DESIGN: Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.
The specific performance indicators for design evident in this project were:
The specific performance indicator for development evident in this project was:
Standard 3 UTILIZATION: Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
The specific performance indicator for utilization evident in this project were:
Standard 4 MANAGEMENT: Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project resource, delivery system, and information management.
The specific performance indicator for management evident in this project was:
4.4.1 Apply information management techniques in various learning and training contexts.
Standard 5 EVALUATION: Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles, theories, and research related to problem analysis, criterion referenced measurement, formative and summative evaluation, and long-range planning.
The specific performance indicator for evaluation evident in this project was:
5.0.4 Identify and apply strategies to develop and implement a long-range plan for an ECIT program or project.
The specific performance indicators for design evident in this project were:
- 1.1.1.a Write appropriate objectives for specific content and outcome levels.
- 1.1.1.b Analyze instructional tasks, content, and context.
- 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.
- 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
- 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.
- 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.
- 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
- 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.
- 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.
The specific performance indicator for development evident in this project was:
- 2.0.1 Select appropriate media to produce effective learning environments using technology resources.
- 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.
- 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.
- 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in
the portfolio. - 2.2.1 Apply principles of visual and media literacy for the development and production of instructional
and professional materials and products. - 2.2.2 Apply development techniques such as storyboarding and or scriptwriting to plan for the development
of audio/video technologies. - 2.3.1 Design and produce audio/video instructional materials which use computer-based technologies.
- 2.3.2 Design, produce, and use digital information with computer-based technologies.
- 2.3.3 Use imaging devices (e.g., digital cameras, video cameras, scanners) to produce computer based
instructional materials. - 2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.
- 2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.
- 2.4.3 Combine electronic and non-electronic media to produce instructional materials, presentations, and products.
Standard 3 UTILIZATION: Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
The specific performance indicator for utilization evident in this project were:
- 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.
- 3.4.3 Identify and apply copyright and fair use guidelines within practice.
Standard 4 MANAGEMENT: Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project resource, delivery system, and information management.
The specific performance indicator for management evident in this project was:
4.4.1 Apply information management techniques in various learning and training contexts.
Standard 5 EVALUATION: Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles, theories, and research related to problem analysis, criterion referenced measurement, formative and summative evaluation, and long-range planning.
The specific performance indicator for evaluation evident in this project was:
5.0.4 Identify and apply strategies to develop and implement a long-range plan for an ECIT program or project.
You may also view the VoiceThread at http://voicethread.com/share/1974785/ in full screen mode. Comments on the work are invited.
