| Instructional Design Project 1. Prepare the learners a. Name of course (Diabetes Self-Care Management Program) a. Name of Instructor, Contact information for instructor, and welcoming introduction b. Technology Support Identified: provide directions for learners to contact you or to contact technology support for unforeseen problems or questions. c. A clear and concise course description d. heading identifying the Unit of Instruction e. An introduction to the unit of instruction that familiarize learners with what they will do in the unit of instruction. f. Overview of unit of instruction: Prepare the learners for the learning experience by providing an overview of the unit of instruction that informs learners of expectations/outcomes and how learning will be measured. g. Provide a written description of the focus of the unit of instruction h. Include steps to capture the learners’ attention. (Explain how learners will benefit from learning) i. Require or encourage active participation to enhance and reinforce learning. 2. Outcomes Provide three (3) clear and measureable outcomes using Bloom’s taxonomy. a. Outcomes include: • level of Blooms’ taxonomy being measured • consideration of the learner • behavior to be met • conditions • desired degree of competence b. Identifies how the course learning outcomes align with the program outcomes. c. Explains why these outcomes or competencies are important for graduates to accomplish. d. Explains how assessment and evaluation of learning outcomes and program outcomes will be completed. 3. Content 1. a. Develop online content for the selected instructional unit. Be sure the content is clear, organized, and congruent with the instructional problem and design. b. The content is current, and focuses on the learner’s active and full engagement in the learning process. c. Be sure that all links, graphics, tutorials, videos are integrated within the content so that the learner is led towards understanding the purpose of the resource or activity and what he or she needs to do in order to complete the learning journey. 4. Learner Centered Approach 1. a. Make sure your chosen teaching methods are congruent with the learning domain(s) and with the learning objectives b. Design learner-centered approaches to guide learning. c. Connect new content to prior learning. d. Provide content in narrative form with a learner-centered approach. “Speaks” to Learner and directs learner in all learning activities 5. Technology Supports Content and Learning 1. a. Incorporate existing and emerging multimedia that seamlessly support selected teaching methods. (The content should be central to the learning experience; the technology should support and enhance learning). b. Include two (2) graphics (professional in appearance no cartoony graphics) that support the content c. Include one (1) EMBEDDED video that supports the content d. Include at least three hyperlinks. Links are connected to specific WORDS and support the content. 6. Interaction and Assessment of Learning 1. a. Develop one thoughtful and substantive discussion question in a discussion forum b. Develop one quiz with at least 13 questions related to content and outcome achievement c. Develop a tool to evaluate achievement of learning outcomes. The evaluation tool is clear, organized, measurable, and directly reflects the learning outcomes. The tool must include instructions for completion and point value for each item. 7. Integration of Evidence an Theory seamlessly integrate the evidence and theory that support the content and delivery. 8. Presentation Style 1. a. The presentation and style of the unit of instruction are consistent with scholarly work b. Layout is organized and clear. It is easy to locate all important elements. c. White space, graphic elements and/or alignment are used effectively to organize material. d. Font and colors are clear and professional in appearance. e. All hyperlinks, videos, tutorials, and VOKI’s work f. There are no errors in spelling, punctuation or grammar Staff Development Program |
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