Instructional Systems Design Paper

 

Human Resource Department

INSTRUCTIONAL SYSTEMS DESIGN -EDUC733

Course Outline:

Catalogue Course Description:

This course work provides a system orientation for teachers through the various instructional design models and conceptual underpinnings. The primary objective of this course work is to understand a new instructional design from a system thinking perspective. As one of the enhanced learning technologies, Microsoft Teams will enable teachers to apply technology to foster active involvement with students and professionals within instructional systems.

Course Competencies:

Competency 1: You will understand and identify the influence of enhanced technology, team-based designs, and management knowledge and skills.

1. Identifying the various advanced technologies efficient for instructional design.
2. Describe the different technologies and their usage in instructional design.
3. Understand how to manage and utilize technology in creating a learning environment.
4. Enhance knowledge and skills on handling team-based technological designs in learning environments.

Competency 2: You will enhance professional foundations of design including, analysis, design, development, implementation, and managing skills.

1. Analyze personal self-concept and understanding via various interventions that measure technological awareness.
2. Describing the importance of taking personal responsibility to identify areas of weakness and how to improve to ensure professionalism.
3. Engage in performance appraisal that involve discussion on the effect of personal interest, aptitudes, skills, strengths, and ethics on success.
4. Monitor and evaluate performance in implementing technological enhancements.

Competency 3: You will be able to characterize competencies and skills as essential or advanced.

1. Identify the various strategies and tactics of implementing technological advancement in learning environments.
2. Understand the essential skills and differentiate between essential and advanced competencies.
3. Identify development levels in learning and understanding the system design technology.

Competency 4: You will be able to join the large community of global professionals in system instructional design.

Instructional Strategies and Tactics:

Following the strict measures from the ongoing pandemic, education departments are now shifting to adopt the new software known as Microsoft Teams in learning environments. Since most of the staff are not conversant with the new system design, this paper using the ADDIE model highlights the capabilities of Microsoft Teams knowledge and skills training. The training course will be conducted in Blackboard to ensure continuation in education in accordance to the state regulations. The primary objective of the training course is to enhance the staff’s knowledge and skills in Microsoft Teams. The target staff requires a concise tasks that are easy to follow and access to allow them to complete the training effectively.

Learning Outcomes:

As a graduate of the training course the staff will be able to:

1. Set up personal Microsoft Teams accounts.
2. Understand, navigate and manage through the Microsoft Teams.
3. Identify how and when to set up calendar invites.
4. Understand how to set up, initiate and conduct video meetings and classes.
5. Implementing all knowledge and skills together.

The formative evaluation assessment is continuous based on the learner’s performance completing each module. For each module, there will be a formative assessment to query the learner’s competence and understanding to foster the efficiency of the training program. There are three practice principles that will be incorporated in this instructional design including, sustainability, right-sized and progressive improvement.

Non instructional Interventions

The Training course provides services to identify the development, analysis, design and implementation of the online course. A needs assessment is essential for the curriculum to identify learner knowledge levels and adaptability to the curriculum to foster learning objectives. The learner’s information will enable identify design methods to deliver the objectives based on the curriculum. An effective system design and user-friendly online course will make sure the learners are involved while contents and components organized to meet the objectives. Besides, efficient methods will be embraced in the course to gather assessment and class interactions such as tests, assignments, essays, reports, and questionnaires.

To identify the appropriate design to present the components for the online course, the user will incorporate various tools such as videos, graphics, hyperlinks, or YouTube channels. However, this might be challenging for the learner to accommodate a wide range of data. Therefore, the design for this course unit will be learner-related and would address the essentials including, learner knowledge and understanding of Microsoft Teams, skills and abilities in technological advancements, awareness of the topics, challenges at each level of graphic development, personal interest of learners, and the growth and development curve of the learners based on their competence at each level before proceeding to the next one. The skills and concepts would be designed as follows:

1. Initiation to Microsoft Teams.
2. Presentation of pre-assessments.
3. Orientation to the designing and setting up Microsoft Teams accounts.
4. Introduction to setting up practice calendars.
5. Establishment of practice features
6. Initiation, orientation and practice of video messaging and teaching.

The training course development is based according to the Larson and Lockee three-step process for efficient presentation and flow (2014). This includes defining and designing the presentation of concepts, identifying the flow of the instructional lesson, and formative assessment of the design. This course training is based on all materials on Microsoft Teams learning. Blackboard design technology is the most appropriate implementation design for the flow of curse materials. For instance, Blackboard recognizes the implementation of online learning experience with the lessons in order of use. The quality control measures ensure that learners identify the modules and finish the training to effectively understand Microsoft Teams. The implantation process of the training course is flexible hence enabling learners to understand and learn at their own pace (Reigeluth & Carr-Chellman, 2017).

Implementation and Evaluation

The training course allows for a motivational environment to learn Microsoft Teams with materials uploaded into Blackboard to enhance learner accessibility. The fleeting videos and assignments ensure that the objectives of learning Microsoft Teams are met. Formative evaluation assessment is continuous based on learner competence in completing each module before proceeding to the next. There is an assessment test to query learner’s ability after each module. At the end of the training course, an evaluation will be conducted. Besides, a follow up will be done after a period of two months to identify the practicability of the learner’s experience. Feedback from evaluations will determine if there is a need for additional training.

 

 

References

Larson, M. B., & Lockee, B. B. (2019). Design instructional strategies. Streamlined ID, 217-253. https://doi.org/10.4324/9781351258722-11

Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Instructional-design theories and models, volume III: Building a common knowledge base. Routledge.

 

 

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