RArmstead 503 Final ID Project

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TWI WORKSHOP DESIGN PROJECT

Robin Armstead

Boise State Graduate Student

Instructional Design 503 4174

April 4, 2012


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Armstead Twi Design Project Page 2

TWI WORKSHOP DESIGN PROJ ECT

ContentsSynthesis/Reflection Paper ........................................................................................................................... 4

Part 1. Topic .................................................................................................................................................. 6

Part 1a. Stated learning goal......................................................................................................................... 6

Part 1b. Description of the audience ............................................................................................................ 6

Part 1c. Rationale .......................................................................................................................................... 6

Part 2. Analysis Report .................................................................................................................................. 7

Part 2a. Description of the Need Part........................................................................................................... 7

Part 2a.1 Needs Analysis Survey ................................................................................................................... 7

Part 2a.2 Needs Analysis Data Report .......................................................................................................... 7

Part 2b. Description of the Learning Context ............................................................................................... 8

Part 2b.1: Learning context........................................................................................................................... 8

Part 2b.2: Transfer context ........................................................................................................................... 9

Part 2c. Description of the Learners ............................................................................................................. 9

Part 2d. Description of the Learners............................................................................................................. 9

Part 3. Planning ........................................................................................................................................... 10

Part 3a. Learning Objectives (list) ............................................................................................................... 10

Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan.................................................. 11

Part 3c. ARCS Table ..................................................................................................................................... 12

Part 4. Instructor Guide .............................................................................................................................. 14

Part 5. Learner Content............................................................................................................................... 17

Part 5a. Learning materials ......................................................................................................................... 17

Part 5b. Formative and/or Summative Assessment materials ................................................................... 17

Part 5c. Technology Tool Justification ........................................................................................................ 19

Part 6. Formative Evaluation Plan............................................................................................................... 19

Part 6a. Expert Review................................................................................................................................ 19

Part 6b. One-to-One Evaluation.................................................................................................................. 19

Part 6c. Small Group Evaluation ................................................................................................................. 20

Part 6d. Field Trial ....................................................................................................................................... 20

Part 7. Formative Evaluation Report........................................................................................................... 20


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7a Evaluation Survey or Rubric ................................................................................................................... 20

Part 7b. Report the results of the expert review........................................................................................ 23

Part 7c. Comments on Change.................................................................................................................... 23

Part 8. AECT Standards Grid........................................................................................................................ 24


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Synthesis/Reflection Paper

Instructional Design is like constructing a garden. When creating a garden or outdoor

space, it is necessary for one to consider all the principals involved with accomplishing ones

goals. When one is implementing the task of instructional design, it is like designing a space inthe mind of the learner where the garden will be created, the seeds of knowledge will be grown,

and the space will be connected to other spaces and elements in the mind.

The instructional design process is the foundation of all learning. Even when teachers

create a basic lesson plan, implement drills, or give a test, there is some consideration of how this

information will be translated to the learner and how they will be able to obtain the skill. Before

this project, I looked at the design process in reverse, as in starting with the goal and working

backwards to the foundation. I am now able to see the bigger picture and all the necessary steps

in between. While it is important to consider the learning objectives, and how they will be

obtained by the learner, one of the most important steps is mapping out in a clear and considermanner what needs to happen for this to be accomplished.

I think that most people take the learning process for granted. I was not aware of all of

the processes that happen when we acquire a new skill or new information. Much like a gardener

has to consider the soil, weather, and conditions for the seeds to grow. He or she also has to

consider decorations, appealing to the homeowner, and the nutritional value of what is being

produced. A plan is implemented so that all of those things come together. We may not see may

not realize the step by step process that made the final product come together.

This is the same with instructional design. The designer has to consider how the

information will be planted in the mind of the learner and what is necessary to cultivate it so that

if grows. The designer has to know the content of the information, the condition of the mind, and

even what has been previously planted there or near, also called prior knowledge. They have to

make the garden appealing or attractive, keep the learners attention and make sure the experience

is meaningful. According to Smith and Ragan, an instructional designer works much like an

engineer designing based on principles that have worked in the past (Smith and Ragan, 2005).

All of these elements, much like designing a garden by starting with the seeds and building an

entire outdoor space, are the same process that a designer goes through when they are

considering a new plan.

An instructional designer does not always possess the knowledge that they need so they

consult with other designers or specifically subject matter experts, much like a garden embarking

on an ambitious project and need help with their project. The design process requires one to

evaluate the process and sometimes revise based on what is best for the homeowner, or learner.

The process is not full proof, but when executed according to the current and most up to date

information and process, there is a framework to construct a good solid design that will grow in

the minds of the learners.


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When reflecting on the things that I have accomplished this semester I feel proud. I could

not imagine that I could create something from nothing having little or no knowledge of the

subject matter. The biggest challenge for me has been thinking about the process that a student

would use to acquire the information, such as the sequence of events illustrate in the Instruction

Guide, instead of the actual content that is being taught. I realized that a very generic model or

process could be used and then molded and shaped according to the information. I did not have

to reinvent the wheel; just find the right size one.

I am very excited to have been given this opportunity to work on such an ambitious

project. I can now see instructional design everywhere and am not afraid to design for subjects

that I have very little knowledge. In my future professional career, I hope to continue working

with instructional design to create courses and learning materials. Shortly, I would like to pursue

my doctorate degree in this filed or a related field of study.

Reference

Smith, P. and Ragan, T. (2005). Instructional Design (3rd). Hoboken, NJ: John Wiley & Sons.


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Part 1. Topic

Part 1a. Stated learning goal

Students will be able to use basic vocabulary to verbally give an introduction in the Ashanti

Dialect of Twi using appropriate vocabulary, pronunciation, and syntax.

Part 1b. Description of the audience

The learners will be adults 18 and over. They will have little to no knowledge of the Ashanti

Dialect of Twi.

Part 1c. Rationale

The Metro Atlanta area is filled with many people who immigrated to this country, including

Ghana. Unfortunately, many parents and educators wrongly assumed that when a young childneeds to acquire English quickly, they should cease learning their own language. Many children

lose their first language as the push for English only is established. As a result, many adults are

direct descendants of immigrants are desperately seeking a linguistic connection to their roots.

As adults, many wish to reclaim their culture through language, but do not have a systematic way

of doing it. There are very few learning materials available in the form of books, classes, or

online learning materials. In order to address the gaps as a result of very little learning materials

or instruction, the workshops priority will be teaching the students the basics of the Twi

language. This will allow learners to obtain enough information that they feel confident not only

speaking to other students, but also in the Ghanaian community where it is spoken freely.

The instruction will use an overall supplantive approach. According to Smith and Ragan (2005)

this approach is most effective when it is necessary to explain information to students using an

explicit approach (p. 142). Twi is a language that has some stark contrasts to English. It is

necessary that the learners are provided with scaffolding, immediate feedback and correction,

and more than enough information to complete learning tasks and acquire the learning goal.

The major instructional strategy will be declarative knowledge. This is the most appropriatestrategy as it serves as the substance of much of our thinking and is a critical part to of what

we learn throughout life (Smith and Ragan, 2005, p. 142). Students will be learning the facts orbasics of the language. The level of retention and recall necessary to meet the learning goals ofthe workshop do not require higher levels of thinking and process, but instead is primarilyproduction through organized mental lists. While it does require some synthesis, it is not intenseand based using recall to put the sentences together using the proper vocabulary.


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Part 2. Analysis Report

Part 2a. Description of the Need Part

Part 2a.1 Needs Analysis Survey

The following survey was conducted via phone. The pool of learners was generated from my

subject matter expert who is Ghanaian and speaks Twi. The survey consists of 20 questions

regarding their knowledge of Twi, motivation, and possible challenges.

Twi Needs Assessment

Please rate the following statements based on a scale of 1 to 5, with 1 being not true, 2 being

mostly untrue, 3 possible, 4 being mostly true, and 5 being absolutely true

1. I am familiar with some Twi vocabulary2. I am familiar with Twi grammar3. I am familiar with Twi sentence structure4. I am aware the Twi is a tonal language5. I am familiar with the sounds of letters and words used in Twi6. I am able to identify when Twi is being spoken7. I am able to identify dialects that are mutually intelligible with Twi8. I am able to identify places where Twi is spoken9. I am comfortable in settings where Twi is spoken10.I am interested in learning to speak Twi11.I am interested in learning how to write Twi12.I am interested in learning how to read Twi13.I want to learn Twi in order to enhance my relationship with my Ghanaian roots14.I have a native speaker(s) to serve as a support system and practice15.I would be comfortable speaking Twi in front of a large group of same level learners16.I would be comfortable speaking Twi in small groups of same level learners17.I am comfortable using video equipment such as a web cam for a presentation18.I am comfortable in fast paced learning environments19.I am have an intense desire to learn Twi20.I am highly motivated to learn Twi

Part 2a.2 Needs Analysis Data Report

The needs assessment yield similar answers for some and mixed for others. In the questions

referring to their desire and motivation, the answers were primarily 5s or absolutely true. Most

students also had a native speaker to practice. Additionally, in the areas of skill development,


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30%

10%

10%20%

30%

Vocabulary

5

4

3

2

1

20%

20%

10%

30%

20%

Phonetics

5

4

3

2

1

most potential learners were only interested in speaking Twi but were not interested in reading or

writing it. There were other questions that identification of places it is spoken and mutually

intelligible dialects received the lowest score, mostly 1s.

The greatest variation occurred in the categories of content knowledge about the language. These

questions referenced sentence structure, phonetics, and being able to identify when the languageis spoken. Another mixed result came from the questions about learning, with some people being

comfortable in speaking Twi in a large group of same level learners while others were more

comfortable in a large setting.

Part 2b. Description of the Learning Context

Part 2b.1: Learning context

The learning environment of the students will be a large room in a community center. There willbe short four person tables available for use along with a computer that has a projection screen.The class size will be approximately 12-18 students. The tables that the students work at will

serve as their small group areas. At the table, the students will be able to face the front of theclassroom comfortably for instruction and work in small groups.

The teacher will be a native speaker of Twi who prefers the use of videos and collaborativelearning models. She will have access to a computer with a projection screen so students are ableto see what one is her screen to take notes, view videos, and play online Twi games. In general,the classroom atmosphere will be relaxed and informal, used to make the students feelcomfortable and avoid the pressure to perform perfectly.


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60%20%

20%

0% 0%

Interested In Speaking

5

4

3

21

Part 2b.2: Transfer context

The students will be able to use what they learned in a variety of settings to interact with other

native speakers. The context will be for personal use in setting such as the home where they are

exchanging greetings in person and on the phone. Another setting is at social events such as

informal outings, church, and meals. The information can also be used when meeting strangersor making new friends as an ice breaker. With more familiar people, it can be used to create a

learning opportunity through continued learning or practice.

Part 2c. Description of the Learners

The students will mostly consist of adult learners over the age of 18 who are Ghanaian and Ghanaian

Americans. Each person will have a strong desire and are highly motivated to learn Twi. The prior

knowledge of the students will vary, however no student has more than rudimentary knowledge of

phonetics, the use of tones, or sentence structure. Most students have some level of discomfort when it

comes to using a webcam. The students main focus will be on learning to speak the language. The

learners are challenged by general anxiety that is natural with learning a new language, along with

added pressure because of its significance to their personal life.

Part 2d. Description of the Learners


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Part 3. Planning

Part 3a. Learning Objectives (list)

1. Learners can describe Twi syntax.

1.1 Learners can put words in the proper order.1.2 Learners can identify parts of a sentence.

2. Learners can raise and lower their voice to emit tones.

2.1 Learners can demonstrate a high tone.

2.2 Learners can demonstrate a low tone.

3. Learners can recognize differences in tone using listening skills to distinguish vocabulary.

3.1 Learners can hear the low tone.

3.2 Learners can hear the high tone.

4. Learners can exchange proper greetings.

4.1 Learners can state opening phrases.4.2 Learners can ask how someone is doing.

4.3 Learners can respond when asked how he or she is doing.

5. Learners can speak simple sentences.

5.1 Learners can use vocabulary to describe themselves.

5.2 Learners can use vocabulary to describe another person.

6. Learners can use introductory vocabulary correctly.

6.1 Learners can translate introductory vocabulary from Twi to English.

6.2 Students can reply to phrases correctly.

7. Learners can recognize incorrect sentence structure and make corrections.

7.1 Learners can identify correct a sentence that is incorrect.7.2 Learners can identify when a sentence is out of order.

8. Learners can properly reply to simple phrases spoken by native speakers.

8.1 Students can repeat statements made by native speakers.

8.2 Students can translate the meaning of a phrase for the gist.

9. Learners can properly use the present verb tense.

9.1 Learners can use introductory verbs in a sentence.

9.2 Learners can use a negation with a present tense verb.

10. Learners can describe basic culturally characteristics of Twi.

10.1 Learners can identify the names of people and regions where the language is spoken.

10.2 Learners can name mutually intelligible dialects.


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Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan.

Learning

Objective

Bloom Taxonomy

Classification Format of Assessment

Description of

Test Form Sample Items

1.1 Knowledge Paper and Pencil Short AnswerUsing the following words, put

them in proper sentence order

1.2 Knowledge Paper and Pencil Labeling Label each part of the sentence

2.1 Synthesize Performance OralGenerate nonsense words using

the high tone.

2.2 Knowledge Performance OralSpeak a word that uses the low

tone

3.1 Evaluate Paper and Pencil True or False The tone uttered was high.

3.2 Synthesize Paper and Pencil ListOrganize the words according

to tone beginning with low.

4.1 Apply Performance Oral Demonstrate two ways to sayGood Morning.

4.2 Apply Performance OralAsk partner how he or she is

doing

4.3 Apply Performance OralRespond appropriately to the a

person asking who one is doing

5.1 Synthesize Performance OralConstruct a descriptive

sentence about yourself.

5.2 Synthesize Performance OralConstruct a descriptive

sentence about yourself

6.1 Knowledge Paper and PencilRecognition

Items

Match the Twi word with its

English equivalent.6.2 Evaluate Performance Oral Choose the best reply.

7.1 Evaluate Pencil and Paper Short Answer

Revise the sentence and

rewrite using the correct order

of words

7.2 Analysis Performance OralExamine the sentence and

identify the mistakes

8.1 Comprehension Performance OralRestate the sentence in Twi and

respond

8.1 Comprehension Paper and PencilMultiple

Choice

Translate the sentence and

choose the best answer

9.1 Application Performance Oral Construct a sentence statingwhere you live

9.2 Knowledge Paper and PencilMultiple

Choice

Choose the correct use of

negation

10.1 Knowledge Paper and Pencil LabelingIdentify the places on the map

where Twi is spoken.

10.2 Knowledge Paper and Pencil Short AnswerRecall mutually intelligible

dialects


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Part 3c. ARCS Table

Categories & Subcategories Process Questions

ATTENTION

A.1. Perceptual arousal

A.2. Inquiry arousal

A.3. Variability

Tell little known facts about Twi Share words that sound alike in both languages but mean

totally different thing

Allow students to freely make mistakes without feelingintimidated

Ask the students what is the best way to learn a new language Ask the students how they can use social media to facilitate

their learning.

Use stories of past learning experiences of learners to illustratesuccess and warn of failures

Vary activities by small group and large group participation Use videos and audio clips to supplement materials

RELEVANCE

R.1. Goal orientation

R.2. Motive matching

R.3. Familiarity

Give the students the syllabus and ask which parts they wouldlike to focus on

Agree at the beginning of class which sections are mostimportant by coming to a group consensus

Spend a majority of the class period on those words or topics Give students resources they can use outside of class for

further information

Allow the students to share why they want to take thisworkshop and how it will help them

Ask students at each juncture f they are familiar with thematerial being learned

Ask students to share their experiences

CONFIDENCE


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C.1. Learning requirements

C.2. Success opportunities

C.3. Personal control

Based on the student survey, let students know whatproficiency means for each section using a preset rubric

Show students as they progress how much they have learnedusing a goal sheet

Model what the students should be doing Provide feedback and encouragement

Allow students to determine what areas they need furtherstudy

At the completion of each section, allow students to reviewwhat they know and understand compared to before they

started

Allow students to discuss who they are most likely to speak toand practice with

SATISFACTION

S.1. Natural consequences

S.2. Positive consequences

S.3. Equity

After viewing the videos students will be given constructivecriticism by their peers.

Students will use the videos to practice at home.

Allow the students to view each others video and givefeedback.

Seeing themselves on video displaying what they have learnedcreates internal pride and generates encouragement from

others


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Part 4. Instructor Guide

OUTLINE FOR Instructor Guide

Introduction

Instructor introduces his or herself to the class Instructor gives general information about the class Icebreaker activity students to introduce each other Students are given a survey Class decides what areas to focus and the time is divided up accordingly Teacher reviews the basic structure of each section

o Instructor led activityo Small group activityo Large group activityo Recap of information

Body

Section 1 Introduction to Twi

Teacher Led Activity

PowerPoint Presentation

Origin of the language Mutual intelligible dialects Locations where it is spoken Briefly overview of the phonetic and written structure Briefly overview of the sentence structure

Small Group Activity

Learners discuss what they found most interesting. Learners share new information that they learned Learners share information they know that was not presented

Large Group Activity

Teacher asks if anyone would like to share from what they learned or discussed in theirgroups


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Section 2 Phonetics & Phonology

Section 2A


Present a video of Twi speakers saying the alphabet with the written letters Ask the students if they are able to identify words they already know with the sounds


Students work together in groups to practice saying the alphabet sounds and reading wordsLarge Group Activity

Instructor asks the students to practice reading words in front of the classSection 2B


Explain the meaning of tones Identify 3 tones and how they are noted in spellings Demonstrate words in Twi that use tonal variations Play recordings of commonly used words with the tones


Give students time to practice identify tones in each word Give students time to practice making the tones


Students are given tones to identity Students are asked to state a word with a hi low or mid tone

Section 3 Vocabulary Greetings


Students are given a list of basic greetings for the morning, afternoon, and evening alongwith the basic responses.

Teacher goes through the class asking each student to take a turn pronouncing the wordsSmall Group Activity

Students role play concentrating on pronunciationLarge Group Activity

Students practice role play greetings in front of the class


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Section 4 Syntax


Teacher explains the differences in Twi Syntax from English using the greetings statements Teacher explains how negation is used


Students practice constructing sentence given a small set of vocabulary words extendedpass the greetings


Students provide one example of negation and one example of a sentence that is formeddifferently than it would appear in English

Section 5 Vocabulary Subject Verbs Objects


Teacher gives students basic vocabulary list with definitions Teacher shows video of speakers using the vocabulary on the list


Students are given time to practice the vocabulary with their groupsLarge Group Activity

One student makes a sentence and the class translatesSection 6 Preparing for the Video

Teacher presents introduction videos done by Twi speakers Gives advice about what to include in the video such as name, occupation, city, family, one

interesting thing

Students construct short individual script in English and then translates using the list Teacher approves the translation, providing additional words if necessary Students are placed in small groups to practice When ready, students are able to go to the media center to record their video using

headphones, mic, and webcam.

Section 7 Video Feedback

All the videos are viewed in front of the class Each person is given verbal feedback from their peers and written feedback from the

instructor

Conclusion

Summarize what has been taught in the workshop


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Give positive feedback to the students about their success Ask for student to evaluate the course

o Instructoro Pace of the classo Structureo Amount learnedo Chances of continued learning

Part 5. Learner Content

Part 5a. Learning materials

Books

Evangelische Missionsgesellschaft in Basel (2011). English-Tshi (Asante): A Dictionary.

University of California Libraries

Kotey, P. (2000). Lets Learn Twi-Ma Yensua Twi. Trenton, NJ: Africa World Press

Handouts

Alphabet- includes all of the letters, phonetic sound, a word, and picture

Sentences-example sentences using a combination of common words with and without negation

Greetings-commonly used greetings and closing words, phrases, and sample interactions

Tones-examples of high and low tones including common words and translations

PowerPoint- a detailed introduction to the Twi language including its origin, locations where it is

spoken, phonetic and written structure, tones, and sentence structure

Videos- Alphabet, Greetings, Common Interactions, Sample Introductions

Part 5b. Formative and/or Summative Assessment materials

Paper and Pencil Tests

Alphabet Sounds Recognition

Tonal Recognition

Sentence Structure Correction

Video Introduction Script


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Twi Video Presentation Rubric

Student Name: ________________________________________

CATEGORY 4 3 2 1

Vocabulary Uses vocabularyappropriate forthe audience.Extends audiencevocabulary bydefining wordsthat might benew to most ofthe audience.

Uses vocabularyappropriate forthe audience.Includes 1-2words that mightbe new to mostof the audience,but does notdefine them.

Uses vocabularyappropriate forthe audience.Does not includeany vocabularythat might benew to theaudience.

Uses several (5or more) wordsor phrases thatare notunderstood bythe audience.

Comprehension Student is able toaccuratelyanswer almost allquestions posedby classmatesabout the topic.

Student is able toaccuratelyanswer mostquestions posedby classmatesabout the topic.

Student is able toaccuratelyanswer a fewquestions posedby classmatesabout the topic.

Student is unableto accuratelyanswer questionsposed byclassmates aboutthe topic.

Content Shows a fullunderstanding ofthe topic.

Shows a goodunderstanding ofthe topic.

Shows a goodunderstanding ofparts of the topic.

Does not seem tounderstand thetopic very well.

Uses CompleteSentences

Always (99-100% of time)speaks incompletesentences.

Mostly (80-98%)speaks incompletesentences.

Sometimes (70-80%) speaks incompletesentences.

Rarely speaks incompletesentences.

Speaks Clearly Speaks clearlyand distinctly all(100-95%) thetime, and

mispronouncesno words.

Speaks clearlyand distinctly all(100-95%) thetime, but

mispronouncesone word.

Speaks clearlyand distinctlymost ( 94-85%)of the time.

Mispronouncesno more than oneword.

Often mumblesor can not beunderstood ORmispronounces

more than oneword.


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Part 5c. Technology Tool JustificationPowerPoint

The purpose of the PowerPoint is to provide a general introduction to the Twi language. It will be bright

and colorful, having interactive portions. This technology is used to generate interest and get the

attention of the learners. It prepares them to consider the information that they already know andintroduces them to the topics that will be explored.

Video

The videos are used so that the learners can hear and see native speakers. It is essential that they are

introduced to a variety of speakers so they can learn by hearing, seeing, and mimicking. The videos can

be replayed multiple times to increase learning.

Computer and Webcam

This technology is used for the final project. It is a way for them to bring together everything that theylearned. The videos can be used over and over again for the learners.

Part 6. Formative Evaluation Plan

Part 6a. Expert Review

The SME I have chosen for my project is a friend of mine who is Ghanaian. She is actuallytrilingual, knowing English, Twi, and Fon. I will present these materials to her on April 25 and

asked that they be returned on April 27 for her evaluation. The main questions I am looking forher to answer are about the presentation of the information. Is the information accurate andpresented in a manner that best prepares students for real world interactions. Is there valuableinformation missing that should have been included. Most importantly, I would ask for inputabout the feasibility of the workshop and should any information be excluded.

Part 6b. One-to-One Evaluation

One to one evaluation will occur with a small group of people that have some familiarity withthe language. As they work through the learning materials, they can get an idea of the

expectations of the students and consider if they were learning the information for the first time.I will have to conduct a survey after the sections. It may better if I focus on a few sections andthen ask for a general overview.

Critical questions

Is the information presented in a way that clear and understandable?


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Is the time frame allotted for the activities enough for the students to practice and retainthe material?

Are the students presented with multiple opportunities to learn? Is the instruction engaging?

Part 6c. Small Group Evaluation

I will make modifications as I see fit according to the one-on-one evaluations. The evaluationwill take place with two groups of 8 students. I will use this time to examine small groupactivities. This will take place in the form of observation and analysis of the studentsdiscussions and conclusions about the material. For example, are the students in all, most, someor none of the groups processing the information in a meaningful way?

Critical questions

Is small group activities an effective way for the students to practice the material?

Should students have the same groups or different groups? Should the groups be arranged according to strengths and weaknesses or random

assignment? What is the best way to construct the materials so students maximize the learning?

Part 6d. Field TrialStudents will be given a survey to fill out about the class. The questions will relate to how theyfeel about each topic, the way it was presented, and its relevance to meeting the objectives. Pre-tests and post-tests will also be given to the students as an assessment tool to determine howmuch they have learned.

Critical questions

What are the general feelings about the material? Was enough motivation and support provided? What are ways the materials and arrangement be revised to meet the objectives and needs

of the learners?

Part 7. Formative Evaluation Report

7a Evaluation Survey or Rubric

StatementStronglyAgree

Agree Neutral DisagreeStronglyDisagree

Learning Objectives

The learning objectives adequately meet the

demands of the course.


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The learning objectives adequately reflect skills

that learners can obtain in 3 hours.The learning objectives are relevant to what

introductory speakers should learn.The learning objectives are clear.The learning objectives are meaningful.The learning objectives adequately assess

learning.Overall, the learning are appropriate for the

workshop.Additional Comments:

Course Topics

The course topics are important to introductory

speakers.

The course topics are relevant to the workshop.All of the course topics are necessary as a part

of the workshop.The course topics can be covered in the allotted

time period.The course topics and objectives are

harmonious.

Additional Comments:

Course Design

The course design is easy to understand.The course design can be followed easily by any

instructor.The course design flows in a way that makes

logical sense.The structure of the course allows students

multiple opportunities to practice.

The course design is comprehensive.The activities can be realistically completed in


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the allotted time frame.Additional Comments:

Materials

The course materials are relevant to the

learners.The course materials are accurate.The course materials are free from grammatical

error.The course materials adequately support the

objectives.The course materials adequately support thecourse topics.

Additional Comments:

Overall

The workshop will facilitate its learning goals.The workshop can be done in the time allotted.The workshop will be beneficial for students

and instructors.The workshop provides support for real world

interactions.

Overall, I am satisfied with the workshop.Please provide any additional comments for the instructional designer


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Part 7b. Report the results of the expert review

The overall results of the survey were positive. She did an excellent job being fair on the entire

project and suggested changes for the project to improve its effectiveness and meet theexpectations of the individuals. She stated that sometimes people may think they want a

comprehensive understanding of the language, but really most just want to be able to have a

decent conversation. She also stated that my project was very ambitious for 3 hours; however she

thought that it could be accomplished with some modifications and some dedicated learners.

The sections for Course Design and Overall received the highest ratings. She strongly agreed

with all of the statements with the exception of the activities being completed in the allotted time

frame, which she rated an agree. For the overall section I was rated strongly in all of the

categories. The Materials section was, the ratings scaled from strongly agree to neutral. The

neutrals were for accuracy and grammatically error free; this is because most of the materialshave not been created and are still in theory or developmental form.

There were mixed ratings in the Learning Objectives and Course Topics section. The ratings

were agree and strongly agree for the Course Topics. She disagreed that all of the topics

were necessary as a part of the workshop. Specifically, she stated that so much emphasis should

not be placed on the tonal section of the language. For the Learning Objectives section, she

agreed or strongly agreed with all of them, but offered most of her advice in this section for some

of the objectives.

She cautioned that the translation of Twi to English and vice versa was not literal. She stated thatthe learning material would have to reflect this in a way that did not frustrate the beginning

learners. She also stated that the language is rich with proverbs and should be considered when

teaching people about sentence structure and meaning. She also stated that there are 3 tones in

Twi and sometimes they are very hard to distinguish, especially for beginners. The tones

changed according to the adjacent letters and this skill is usually acquired naturally or through

mimicking. Her suggestion was to focus less on structure and tones and more on rote

memorization.

Part 7c. Comments on ChangeThere are several recommendations I would make to my project based on her recommendations.The first thing I would do change my objectives. Instead of focusing on the tonal aspect of the

language I would change this objective to focus more on the alphabet. Within the instructional

body, I would include a section on tones so the students could have some exposure instead of

including it as an objective. I would take out the section 2B with the teacher led activity for

tones. I would replace it with a section where students were exposed to proverbs, basic sayings,


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and their translation. This would give them a chance to work with the language and see how it is

different in translation before getting exposed to large groups of phrases.

The overall gist that I got from her comments was to make the workshop simpler. She said that it

would be better if the overall workshop practiced on rote memorization with a basic introduction

to form. In revising the instructor guide and I would give the students more time to practice theirverbal and listening skills.

Part 8. AECT Standards Grid

Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and

Technology (AECT), and used in the accreditation process established by the National Council

for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course.The numbers of the standards correspond to the numbers next to the course tasks show on the list

of assignments. Not all standards are addressed explicitly through student work.

Assignments meeting standard in whole or partStandard 1: DESIGN1.1 Instructional Systems Design(ISD) X

ID Project

1.1.1 Analyzing X ID Project1.1.2 Designing X ID Project1.1.3 Developing X ID Project

1.1.4 Implementing X ID Project1.1.5 Evaluating X Selected Discussion Forums; ID Project1.2 Message Design1.3 Instructional Strategies X ID Project1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT2.0 (includes 2.0.1 to 2.0.8) X ID Project2.1 Print Technologies X Reading Quiz; ID Projects2.2 Audiovisual Technologies2.3 Computer-Based Technologies X (all assignments)

2.4 Integrated Technologies

Standard 3: UTILIZATION3.0 (includes 3.0.1 & 3.0.2)3.1 Media Utilization X (all assignments)3.2 Diffusion of Innovations3.3 Implementation andInstitutionalization X

ID Project


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3.4 Policies and Regulations

Standard 4: MANAGEMENT4.0 (includes 4.0.1 & 4.0.3)4.1 Project Management

4.2 Resource Management4.3 Delivery System Management4.4 Information Management

Standard 5: EVALUATION5.1 Problem Analysis X5.2 Criterion-ReferencedMeasurement X

ID Project

5.3 Formative and SummativeEvaluation X

ID Project

5.4 Long-Range Planning

COURSE GOALS & OBJ ECTIVESThe overall goal for the course is for each student to consider and use the systematic process ofinstructional design to create an instructional product. To achieve this goal, students will engagein activities that promote reflective practice, emphasize realistic contexts, and employ a numberof communications technologies. Following the course, students will be able to:

1. Discuss the historical development of the practice of instructional design with regard tofactors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful3. Identify at least six instructional design models and classify them according to their use4. Compare and contrast the major elements of three theories of learning as they relate to

instructional design

5. Define instructional design.6. Define the word systematic as it relates to instructional design7. Define learning and synthesize its definition with the practice of instructional design

8. Relate the design of instruction to the term educational (or instructional) technology9. Describe the major components of the instructional design process and the functions of

models in the design process


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10. Provide a succinct summary of various learning contexts (declarative knowledge,conceptual, declarative, principle, problem-solving, cognitive, attitudinal, andpsychomotor)

11.Build an instructional design product that integrates major aspects of the systematicprocess and make this available on the web.

a. Describe the rationale for and processes associated with needs, learner, context,goal, and task analyses

i. Create and conduct various aspects of a front-end analysisii. Identify methods and materials for communicating subject matter that are

contextually relevant

b.

Describe the rationale for and processes associated with creating designdocuments (objectives, motivation, etc.)

i. Construct clear instructional goals and objectivesii. Develop a motivational design for a specific instructional taskiii. Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasksi. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation ofinstructional products

i. Create a plan for formative evaluation12. Identify and use technology resources to enable and empower learners with diverse

backgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of instructional products14. Meet selected professional standards developed by the Association for Educational

Communications and Technology

15. Use various technological tools for instructional and professional communication


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AECT STANDARDS (Applicable to EDTECH 503)

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions forlearning.

1.1.b Identify a variety of instructional systems design models and apply at least onemodel.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an

interdisciplinary unit) to demonstrate application of the principles of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs of alllearners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the developmentof interactive lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g.,computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring

application, video tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualizedinstructional settings (e.g., practica, field experiences, training) that address the needs ofall learners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learningand instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice and

contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, andassessment measures.

1.3 Instructional Strategies

1.3.a Select instructional strategies appropriate for a variety of learner characteristics andlearning situations.


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1.3.b Identify at least one instructional model and demonstrate appropriatecontextualized application within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by thelearning situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learningsituation.

1.4 Learner Characteristics

1.4.a Identify a broad range of observed and hypothetical learner characteristics for theirparticular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics which influence theselection of instructional strategies.

1.4.c Describe and/or document specific learner characteristics which influence theimplementation of instructional strategies.

2.0 Development2.0.1 Select appropriate media to produce effective learning environments usingtechnology resources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional andprofessional products.

2.0.3 Apply instructional design principles to select appropriate technological tools forthe development of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection ofappropriate technological tools and to the development of instructional and professionalproducts.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectivenessof instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and updateinstructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety ofproductions for inclusion in the portfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations and supplementarymaterials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integratedapplication programs.

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based technologies.


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3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learningsituations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resourcesin a variety of learning contexts.

3.3 Implementation and I nstitutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in variouslearning contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management

(none specifically addressed in 503)

5.0 Evaluation

5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media andeducational technology (SMET) contexts (e.g., conduct needs assessments, identify anddefine problems, identify constraints, identify resources, define learner characteristics,define goals and objectives in instructional systems design, media development and

utilization, program management, and evaluation).5.2 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety ofSMET contexts.

SMET = School Media & Educational Technologies

Documents

RArmstead 503 Final ID Project