Section 5: The Project Deliverables
Team Project Responsibilities
Following the Jump Start orientation, three design teams will be formed comprised of three student designers per team. Each design team will be responsible for the design and development of one unit of instruction on an assigned topic described in Section 3. As explained below, the unit of instruction must incorporate all necessary content presentation, learner practice, and assessment materials for one hour of tutored instruction. The Prototype and Final Deliverable must conform to the Style Guide and PowerPoint Templates (described below).
During the 15-weeks of the project, each design team will submit three project deliverables including the following:
- A Design Plan – Due February 23rd
- A Prototype – Due March 30th
- The Final Deliverable – Due May 4th
Deliverable 1. Design Plan: Due February 23rd
The Design Plan is a written document that presents each design team’s conceptualization of their unit of instruction. The written document is to offer a detailed plan and rationale for the design. A central purpose of writing this document is to describe for the client and the facilitators the specific details of your lesson design before you undertake the prototype development. The client and facilitators, as well as your peers, will closely review the design plans and offer feedback during a round of evaluation, as described below.
Deliverable Format for Design Plan (i.e. Design Plan Template)
The creation of the Design Plan offers teams the opportunity to brainstorm and contemplate specific design ideas prior to prototype development. For the purpose of offering consistent feedback to the teams, we ask that the written Design Plan documents include the following EIGHT required sections.
Section 1 – Purpose of the Lesson:
We find it is very helpful to carefully craft a short “elevator pitch” statement that describes the purpose of the lesson. While the purpose may be obvious from reading the title of your lesson, the goal here is to solidify in YOUR minds as the designers your conception of the purpose of the lesson. It helps to refer back to this statement as your are designing the lesson. If you find you are straying from this purpose, it is a signal to either re-evaluate your purpose, or re-evaluate your design. In crafting your purpose statement, make sure you are contemplating the following questions:
- What is the topic of the lesson?
- Who is the target learner audience?
- Why are the learners taking this course, and how will the learners benefit from taking your instruction?
- What will be covered in this lesson?
Section 2 – Audience Description:
The best piece of advice we can offer is to develop a clear conception of your audience before you begin your design, and work toward refining that conception as you move through the design process. While you will never actually meet the learners at Grace Centers of Hope, it is still possible and necessary to develop your own conception of the learners as people. As described in Section 4 of this orientation, our adult learners are a diverse group of people who come to this experience with rich histories. While it is impossible to know the history of each learner, it is important that your instruction allows your learners to draw on their own histories to make the instruction meaningful and relevant. Your designs should reflect that our adult learners have life and work experience. Some have children. While some may have experience using a computer in an educational setting, many have not. Some learners may have ended their formal education at a relatively young age, while others may have dropped out a few months before completing high school. Kim, Courtney, and Bonnie can help us by sharing information about the learners with us, but it is up to you as designers to internalize this, and to develop your own conception of the learners as people.
Section 3 – Course Scope:
As outlined in Section 3 of this orientation, Kim and Courtney have provided us with their “wish list” of topic areas, and each team will be assigned to one topic area. It will be up to you as designers to dig into this subject area to refine the scope for the unit of instruction that you are designing. In this section of the Design Plan, you will describe the specific topic area and content that you will cover in your lesson.
Please note that it is required that you document within your Design Plan the specific GED performance and assessment standards your unit addresses. Like it our not, a key goal of this design project is to help prepare our learners for the GED test. Therefore, it is imperative that our instruction aligns with the GED’s performance and assessment standards. In other words, your unit must be designed to help the learner prepare for a specific set of GED performance and assessment standards. As you prepare both Section 3: Course Scope and Section 4: Major Course Objectives (see below), carefully review the following and describe within your Design Plan the specific GED performance and assessment standards you are targeting within your unit. The scope and specific objectives of this unit must align with the specific GED performance and assessment standards found here:
- GED Testing Service’s Performance Standards: http://www.gedtestingservice.
com/uploads/files/ 458b4f8953ae91f6eb6959b34156ba c9.pdf
- GED Testing Service’s Assessment Guide – Chapter 2: http://www.gedtestingservice.com/uploads/files/2e66696ecc17a56d20bb7ebca542394a.pdf
Section 4 – Major Course Objectives:
Based on the topics and content you will be covering, describe the major course objectives for your assigned unit of instruction. Refer to the Style Guide (see below) for recommendations on how to present your objectives.
Section 5 – Learner Engagement Approaches:
You should spend the majority of your Design Plan thinking about this section, and writing down your instructional strategies to engage the learners with the subject-matter. Our goal should be to avoid the eLearning design trap of dumping a lot of content on a slide, and then quizzing the learners for the extent of their recall of what was just presented on the previous screens. It is our belief that the difference between ineffective and effective instructional experiences is the extent to which learners are deeply engaged with the subject matter.
While we all know from our experiences as students that we can learn in a range of conditions, we believe that it is our role as designers to create experiences that offer the learner opportunities to deeply engage with the subject-matter. This is your chance to get creative and to think long and hard about the instructional experiences you are designing for your learners. Think about how your learners’ histories might affect how they perceive and engage with your instruction. In addition to contemplating potential obstacles your learners may face, also think about ways to draw on the rich life experiences of your learners within the scenarios and exercises you develop. Our best advice as you prepare this section is to require the learners to do more than simply read and click through screens. This is your opportunity to get creative, and apply your knowledge and experience as designers!
Please review Merrill’s First Principles of Instruction (see link below) when conceptualizing your instructional strategies and learner engagement approaches. It is very Gagne-esque, and is arguably best used as the designer’s conceptual framework rather than a design “template”. However, it can be used to help ensure you are contemplating important aspects of the learner’s experience during the lesson, including embedding the instruction within a relevant problem or task, and ensuring that important principles of instruction such as activation, demonstration, practice, and integration are appropriately contemplated. During the evaluation of your Design Plan, we will evaluate the extent to which your design addresses the important instructional aspects described within the First Principles of Instruction. Here is a link to a copy of his article of the First Principles in ETR&D … https://www.indiana.edu/~tedfrick/aect2002/firstprinciplesbymerrill.pdf
Section 6 – Learner Assessment Approaches:
Based on the objectives you have defined, describe the learner assessments approaches you have designed. Refer to the Style Guide for recommendations on how to present your assessment approaches.
Section 7 – Instructional Media:
Describe the instructional media you are contemplating to support the delivery of your instructional approaches. As you are early in the design process, it is expected that these choices will be modified and refined as you head into prototype development.
Please note that while your prototype and final deliverable will be developed in PowerPoint, you are encouraged to incorporate other resources (i.e. images, audio, video, quizzes, worksheets, etc.) that can be linked from or embedded within the PowerPoint. This could include resources you design and develop, or resources that are freely available on the Internet. However, we and students MUST be able to legally and easily access any resource you incorporate without a secondary login. Therefore, we are asking designers to avoid any resource or tool that has restrictive licensing (i.e. copyright prevents our use and adaptation) … or that requires a sign up / login on a website to access. As a general guideline, the student must be able to “get to” the resource within a quick mouse click without the requirement to register / sign up (i.e. clicking on a YouTube video link).
Section 8 – Course Structure and Sequencing:
As a final section of your Design Plan, please provide a detailed outline of your plan for how the learner will progress through the lesson, including:
- How the content and instructional activities will be sequenced,
- How and when the learners will engage in active practice and reflection,
- How and when learner assessment will occur,
- How and when feedback and guidance will be offered.
On or before the February 23rd due date, the design teams will submit their Design Plans to the project facilitators for evaluation using the submission form on our design studio website. See … http://studio.designersforlearning.org/deliverable-submission/
On or before the February 29th, all students will be asked to peer review at least one unit of instruction as part of the evaluation process. The client and facilitators will also offer feedback. The evaluation will be conducted using this evaluation form … https://www.surveymonkey.com/s/gchv3designplan
Deliverable 2. Prototype: Due March 30th
The design teams will develop and submit a prototype that will be the subject of a round of formative evaluation, user testing, and feedback. The prototype should use the PowerPoint template, and conform to the Style Guide requested by the client (see templates below). The client and facilitators, as well as your peers, will closely review the design plans and offer feedback during a round of evaluation, as described below.
On or before the March 30th due date, the design teams will submit their prototypes to the project facilitators for evaluation using the submission form on our design studio website. See … http://studio.designersforlearning.org/deliverable-submission/
On or before the April 5th, all students will be asked to peer review at least one unit of instruction as part of the evaluation process. The client and facilitators will also offer feedback. The evaluation will be conducted using this evaluation form … https://www.surveymonkey.com/s/gchv3proto
Style Guide and PowerPoint Templates
Linked below are the Style Guide and PowerPoint template for the project developed by Bonnie Shellnut, an instructional designer and volunteer with Grace Centers of Hope. Please download these documents for use during the project.
Deliverable 3. Final Deliverable: Due May 4th
The final deliverable will incorporate revisions based on the feedback from the evaluation of your prototype. The final deliverable will use the PowerPoint template, and conform to the Style Guide requested by the client (see templates above).
On or before the May 4th due date, the design teams will submit their final deliverables to the project facilitators using the submission form on our design studio website. See … http://studio.designersforlearning.org/deliverable-submission/
Your To-Do List
1) Style Guide and PowerPoint Templates: Please download and review the Style Guide and PowerPoint Templates the client has requested that we use in the design and development of the instruction.
2) Document your Design Plan ideas: You will be asked to “pitch” your preliminary ideas for your design before you put your ideas in writing within the Design Plan. The design process is iterative involving multiple rounds of trial, evaluation, trial, evaluation, etc. To start that iterative design process, jot down on a piece of paper the ideas that represent your first conception of the unit of instruction that you want to design. For example, start thinking about … What are some important design considerations / constraints that you face? What specific approaches will help your target audience of learners successfully attain the purpose / goals of the lesson? What instructional approaches and strategies will you incorporate to engage the learners with the material? How will you present / display relevant content, engage your learners in active practice, and offer feedback within your instruction given the design constraints you have identified? And so on …