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IDProject02

IDProject02

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Published by Farnoush Davis

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Published by: Farnoush Davis on Mar 28, 2011
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07/10/2013

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SubjectivePronouns inPersian
Farnoush H. DavisEDTECH 503 (Fall 2009)Instructional Design Project No. 2Submitted to: Dr. Ross PerkinsDecember 8, 2009
 
Davis | 2
Table of Contents
Reflection Paper
3
Topic
-Goal 5Audience 5Rationale 5
Analysis Report
-Learning Context 7Transfer Context 7Description of the Learners 8
Planning
-Learning Objectives 9Objectives Matrix Table 10ARCS Table 11Instructor Guide 13
Learning Content
-Learning materials 18Formative assessment materials 18Technology tool rationale. 19
Formative Evaluation Plan
-Expert Review 20One-to-one evaluation 20Small group evaluation 20Field trial 21
Formative Evaluation Report
-Evaluation survey or rubric 22Report of expert review 22Comments on suggested changes 23
AECT Standards Grid
24
Appendix
30
 
Davis | 3
Synthesis Reflection Paper
Learning used to be simply a process of memorizing facts, applying formulas, andachieving a correct result. As more research was given into the way people learn, several theoriesof how humans acquire and retain knowledge were developed. Instructional design became animportant component of education as instructors tried to incorporate these new theories into thepresentation of their lessons. It is a systematic planning of instruction which takes place throughthree major phases of 
instructional analysis
,
instructional strategy,
and
evaluation
(Smith &Ragan, 2005). Lesson plans, exercises, and assessments are all designed around these underlyinglearning theories so that, no matter the subject, everything fits into that framework.Instructional design, however, is not restricted to only being a framework that takes intoaccount an individual learner’s style, or that only considers the audience. Another majorcomponent is the consideration of the material to be taught. Just as we evaluate a learner whenwe design an instruction, we also have to evaluate the subject matter that we will teach, includingthe levels of complexity and foundational position. For example, architecture requires drawingblue prints and plans in a standard way which uses many standard references and formats. Thelearners in an architecture course remain the same for every class and if viewed from only thataspect the instructional design should remain the same for each course to accommodate thelearner. This is obviously not the case, as some aspects, like drawing the plans and buildings,require different abilities like following geometric and mathematical formulas to determineengineering factors. An instructional design that includes computer aided drafting software withits emphasis on an artistic final product would not be appropriate for an engineering course onstructural stability. Even though the learners are the same, the material now plays a moreimportant role in deciding the important parts of the instructional design.

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