A Proposal for a Teacher-training Workshop in Instructional Design

Submitted by Jaime Alfredo Cabrera

Summary
Proposal End-Goal A 10-month teacher-training workshop in Instructional Design To create independent-learning materials that can equip within one academic year CFS (Center of Foundation Studies) students with basic knowledge and skills required for successful completion of 1st-year undergraduate studies. Target Users: College-age students in CFS, who come from various cultures, with a wide range of socioeconomic and education backgrounds, communication skill levels, attitudes, learning speed, and motivations. Goal: Within 40 weeks, at least 95% of CFS students must show 100% mastery of basic knowledge in: Literacy: English grammar, punctuation, spelling, vocabulary, speech, logical fallacies, logical reasoning and formal writing Numeracy: Mathematics, Algebra, Geometry, Trigonometry, and Statistics Computer Literacy: Speedtyping, basic commands & shortcuts ni MS Word, Excel, and PowerPoint; basic skills in data, image, sound and video processing Practice: Introduction to Independent-Learning Classroom Management

Urgent Need

Procedure

Training: 20 teachers will be Production: They will trained in ICT key skills, transform CFS instructional learning materials planning, materials into independent production and design. learning modules. To be estimated

Budget

Corporate Benefits
Increased Enrollment Quality Assessment Independent learning modules allow students to enroll any time, or to continue an interrupted course at any time. This can help increase enrolment. Unlike standard textbooks, independent learning modules yield quantifiable results for assessments of: Program effectiveness, Individual learning speed and Resource maximization, projected completion period, and Completion and dropout rates Teaching effectiveness Independent learning modules allow fast learners to master more knowledge while slower learners master knowledge at their own pace. This can reduce learning stress and yield higher completion rates. Large class sizes: Larger class sizes can lower instructional quality, and vice versa. However, self-teaching modules maintains quality instruction in classes of up to 20 students. More than that, learning quality will decrease. Homogenous grouping: There is no need to separate students according to levels of learning skills or abilities. Insured learning time: Independent learning modules allow continuous learning activities despite intervening variables such as Teaches who are absent, sick, or who resign Holidays, weekends, or classes interrupted by other school activities Inclement weather, room lockouts, or mild sickness Slow or fast learners in the classroom Ineffective communication or explanation skills of teachers When classes open, the CFS will have a team of trained faculty who: Use consistent skills in managing Use learning-teaching independent-learning classrooms procedures that meet audit Are confident in the use of classroom standards technologies Submit on-time results that are Work together towards common, clearlyeasily translated into business & articulated goals management data

Higher Completion Rates Resource Maximization

Trained Professional Teaching Staff

A Proposal for a Teacher-training Workshop in Instructional Design

Submitted by Jaime Alfredo Cabrera

Quality Work Environment Quality Instruction

Quality Learning

Quality Certification

Scalability

Lower work stress can result in higher levels of employee productivity, job satisfaction and staff retention. Since lessons, quizzes, tests, answer keys, and assessment rubrics are ready, teachers can focus on: Guiding students in the use of the Using supportive communication learning modules strategies, Role-modeling of appropriate and Keeping accurate class records, professional behavior, Correcting errors in the learning modules Ensuring correct use of all school On-time submission of learning results, property, equipment, and materials and Creating a safe and positive learning Writing and publishing action research environment, papers Students must show 100% mastery of one module before proceeding to the next. Students can repeat a module several times until mastery is achieved. Grades are based solely on objective (tests, quizzes) results. This can: Ensure high success rates in the next Increase student satisfaction and level of studies confidence in academic quality Help identify learners who require Result in the trust of prospective intervention services employers and high job placement rates Motivate students to maximize time Result high acceptance rates in other and learning resources for best results institutions of higher learning Minimize incidents of behavioral Result in positive word-of-mouth, problems among students institutional reputation, and enrolment Reduce allegations of teacher Satisfy all in-house and external audit favoritism or grade adjustments standards Independent learning modules allow for competency-based certification: Learners who complete a high number of modules Those who complete the can receive an honors-level certificate; minimum requirement can Those who complete an average number of receive a certificate of modules can receive a proficiency-level certificate; completion. The planning, design, and production skills learned in this workshop can be used in creating independent-learning materials in other courses such as Bahasa Malaysia, Academic English, and in undergraduate up to graduate courses. 2nd-stage training: Teacher management skills for independent-learning classrooms. 3rd-stage training: Action research writing and electronic publication Publications will raise the prestige of the trained teachers as well as of the university More beneficiaries: CFS modules can be offered online to learners around the world

Teacher-Training Workshop Topics

Basic Skills Speed-typing MS Word shortcuts Excel shortcuts The Addie Design Model Backwards Design Theory 21st-century Learner Theory 10-minute explicit micro-lectures Pre-tests, post-tests, answer keys Midterm and final exams File naming conventions Organization of the website Uploading of modules PowerPoint shortcuts, and Electronic research: Keywords and APA documentation Mastery Learning Theory Blooms Learning Taxonomy Maslows Hierarchy of Needs Individual and group progress charts Assessment rubrics, and Individual student report Linking and access to lessons, Access to tests, test results, and grades Security

Theories and Models

Planning Design, Production and Testing

Archiving

A Proposal for a Teacher-training Workshop in Instructional Design

Submitted by Jaime Alfredo Cabrera

Training Workshop
Training Participants (See Number of Modules) Training Schedule Trainees: 20 12 English teachers 03 Math teachers 06 IT teachers Staff: 03 1 Training Coordinator 1 Project Manager-coordinator 1 IT Support Services Specialist

Workshop Schedule

Equipment, Materials, Supplies

Projected Requirements

Suggested training period is from June 2014 to April 2015. Training schedule is Mondays to Thursdays from 9:00 AM to 4:00 PM, with a lunch break from 11:30 AM to 1:30 PM. Friday mornings are reserved for special activities such as tests, evaluations, presentations, or brainstorming. 2014 2015 May Socialization of the project, via e January Content Production: mails, Needs Assessment Advanced CFS Courses June Basic IT Skills; Theories and Models February Dry Run 1: University July Content Planning staff will use the materials and August Content Production: Basic Courses input feedback to the team September Content Design: Basic Courses March Dry Run 2: Students from October Content Production: Intermediate nearby schools will be invited to Courses use the materials and input November Content Design: Intermediate feedback to team Courses April Final Revisions December Content Design: Advanced CFS May Socialization of Training Courses Phases 2 and 3 1 classroom with projector 3 whiteboard erasers 20 desktop computers (or 20 laptops with 20 20 clip binders power outlets or extension cords) 7 reams of A4 paper Internet service Two-hole paper puncher 20 USB pen drives 20 pens 1 color printer, wireless or USB connection Digital and video camera 34 whiteboard pens & 6 bottles of ink refills in 34 pads of post-it notes X7 colors various colors 2 rolls scotch tape & tape dispenser This training workshop may create scenarios that require: Chip-programmed ID cards to Regular classrooms equipped with electric access websites and electronic outlets for laptops. services. Campus-wide electronic services with Computer-equipped rooms uninterrupted, high-bandwidth internet rearranged for effective access. This requires appropriate security, management & supervision. control, and management systems.

Instructional Design
Reference Guides General Structure Overview Program from MQA Topic from Course Description Course from CFS Administration Summary From Course Description Lesson from CFS Teachers General Learning Outcomes From Module to be created by the team Course Description Needs analysis from CFS exams Assessment To be created by the completed by students team Consistent structure: Author(s) & contact information, Prerequisites Slide layout, Cover, goals, summary, expected Colors, fonts, images output, assessment Consistent length: Each module can be Instructions, help section completed in 30 to 35 minutes Pre-test, keys Lesson Objectives: 01 minute Micro-lecture, Expected Output: 01 minute Post-test, keys Pre-test: 05 minutes Next required module Micro-lecture: 10 minutes Citations & references Exercise: 06 minutes Consistent design: Post-test: 05 minutes Page layout, Summary: 2 minutes School logo, Time buffer: 5 minutes PPT Self-Tests & Answer Key PDF Printable Tests & Answer Keys Adaptive Online Test Types: Contents: Quiz & Key: 10 items Objective Questions: 80% Mastery Test: 50 items Subjective (Logical Analysis): 10% Final Exams: 100 items Subjective (Creative Problem-solving) 10%

Learning Modules

Testing Materials

A Proposal for a Teacher-training Workshop in Instructional Design

Submitted by Jaime Alfredo Cabrera

Assessment Templates

Assessment Checklist: Scoring rubric with descriptions of expected outcomes; per individual student output, in MS Word. This is to be used by the teacher to give feedback to students. This is to be used by students as a learning guide. Individual Progress Chart: Test results of individual students, in Excel. This is used for administrative recording.
English (Writing) Vocabulary 20 Spelling 15 Punctuation 10 Grammar 15 Vocabulary 20 Spelling 15 Grammar 15 Composition 15 Vocabulary 20 Spelling 15 Grammar 15 Composition 15 APA 30 Vocabulary 20 Spelling 15 Grammar 15 Logic 15 Register 20 305 305 915 915 305 4 0 2444

Class Progress Chart: Test results of the whole class, individual students listed, in Excel, MS Word, and PowerPoint. This is displayed in class for motivational purposes. Individual Learning Record: Teachers daily observations of the learning and behavior of each student. This is to be accessed by other teachers for additional input. The complete record will show each students strengths, weaknesses, and learning development.
Numeracy Addition Subtraction Multiplication Division Statistics Computer Literacy Keyboarding MS Word Excel PowerPoint Word Shortcuts Data Processing E-portfolio Excel Shortcuts PPT Shortcuts Sound processing

Number of Foundation Course Modules (Examples Only)

Level Elementary English (Speaking) Pronunciation 30 Syllabication 15 0 0 Speech Organs 5 Projection 10 0 0 IPA 30 Diction 10 0 0 0 Rhythm 5 Elision 10 0 0 0 115 115 345 345 115 4 0 924 5 5 5 5 5 0 0 0 10 10 0 0 0 10 10 10 0 0 75 75 225 225 75 4 10 614 10 10 10 10 25 20 20 0 20 15 10 0 0 10 10 10 10

Pre-Intermediate

Intermediate

Pre-Algebra Algebra

Advanced

Trigonometry Pre-Calculus Calculus

Keyword Search Engines Verification Video processing

TOTAL MODULES Total Modules Quizzes (x3) Quiz Keys (x3) Mastery Tests Final Projects Templates Total Elements

190 190 570 570 190 4 0 1524

Is there enough time to create all elements? Sample calculation: 588 Total work hrs 4.16 1.57 Elements / hour 0.48 3 persons Elem/person/hr 12 persons
See Workshop Schedule; See Number of Teacher Trainees

1.0 0.33

6 persons

2.5 0.42

LEARNING MATERIALS DESIGN (NOTES)

STUDY LOAD Design Note 2 Design Note 3 Total modules 685 Study Weeks 40 Study hours (8/day) 320 Modules/hr 2.14
REQUIRED LEARNING SPEED About 35 minutes / module DESIGN NOTE: A slow student should be able to complete 1 module in 30 minutes or less

Design Note 4

There is no homework; however, students may be motivated to work on modules after class hours in order to earn higher-level certifications, or to avoid repeating modules. Final projects should require students to use only that which has been learned. Even better, the number of final projects can be reduced by requiring students to use in one project all lessons learned across one level. The over-arching goal of instructional design is to create learning materials that allow the slowest learners to complete the minimum required number of modules in the least possible time.