Sunday, November 24, 2013
The second phase of the instructional Design process (continued)
Step 2 Create a course map
A course map is the foundation of the instructional deign process. This is also a course map that allows to get a clearer picture of the course. It shows all the pieces of a courses. Some of the pieces can be: Overview, Introduction, Pre-test, Unit, Lesson, Post-test, Summary, Glossary, etc. Before laying out the course map one can do two things:
1. Lengthen the list of objectives by dividing topics in subtopics and writing each subtopic as an objective.
2. Refine the objectives by making them more specific
One can define a strategy component corresponding to a teaching strategy for each specific objective.
Step 3: Define a project style guide
In this step one decides of the theme, color scheme, metaphor, the look and feel of the project.
Step 4: Design lesson strategies, events and practice activities
In this step one creates the blueprint design document that shows the plan for the entire course. First the course is created in one's mind and one paper. Then one creates it in the computer. It is a question of putting together steps one and two in order to show the plan for the entire course.
Step 5: Evaluation strategy
In this phase one plans a way to measure how well the learners accomplish the goals and objectives of the course or lesson. One plans the lesson evaluation at the end of the lesson plan. The assessment can take several forms: a portfolio, a project, a test, etc. A test is usually measured quantitatively. But other forms of evaluation can be used qualitatively. A portfolio and a project can be measured qualitatively where one can write a report on how well the learner reaches the goals and objectives of the lesson or course. The quantitative measure is very traditional and is still maintained as the most correct measure of evaluation. This measure is ridiculous because it requires the evaluation to be done by an instructor. But what's the evaluation measure of a self-learner and a lifelong learner? Out of school who evaluates the learning while one continues to learn everyday by experiences, reading and self-study?. I think in this case self-evaluation and society's evaluation are some measures of one's evaluation. For example one can use one's own judgement to determine if one has done well in a subject area or even in life. For example one can have good grades in college and not perform well in the exercise of one's profession. If you want to find a good physician you don't research his scores at the school of medicine but you research how well he has treated other patients. A good physician gets his patients by word of mouth. Once he treats them well these patients refer other people to him. This medical doctor continues to learn by experiences, reading, attending seminars. The feedback that he gets from his patients and a sense of confidence in himself create a value for his competence that cannot be equated to a grade mark.
In a traditional measure of evaluation you give a test at the end of the lesson to see to what degree the learners consume the knowledge, skills and attitudes of what they are supposed to learn. When a student first take a course it is sometimes good to test the prerequisites to see how well they do. This can be pre-test. Depending on the results of the test one reviews the prerequisites before starting the course. All the tests of the actual course can be considered as post tests of this course. One test for a lesson can be considered as a pre-test for the second lesson when the lessons of the course are related.
I think a pretest and a posttest can be given for each lesson if the lessons of the same course are not related.