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Comprehensive Instructional Design Plan

My client is Pamela Harris who is the CEO of Child Care Connections. Child Care

Connections is an organization that offers a variety of training opportunities to child care

providers. Ms. Harris’ email address is pam.childcareconnections@gmail.com.

Within the last 10 years of educating and training child care providers, Ms. Harris has

seen that her learners have a difficult time with truly understanding/visualizing program

management. The program management module consist of several lessons. Among those lessons

are how to plan an effective program, how to manage an effective program, marketing your

program, financially stabilizing your program and effectively evaluating your program. For the

purpose of this assignment, Ms. Harris request that I focus on effectively evaluating your

program. Her participates have experienced difficulty in how to self-monitor their programs prior

to being evaluated by the state. This re-designed will allow the learners to see what the evaluator

is looking for when they come to assess the programs and to create the required documents. By

creating the documents, learners will have the essential items needed for the operation of the

child care center and for the state evaluation.

The program evaluation lesson consists of subscales, items and indicators (McCormick

Center, 2015). We will focused on the subscales that address human resources development,

personnel cost and allocation, center operations, child assessment, and fiscal management. The

re-design included a presentation created in Canva to present the subscale, items and indicators

in the form of a flow diagram. I also created a flow chart for each subscale. The flow chart will

be used as a scavenger hunt activity during the modules. As the assessment for this lesson,

participates will create a presentation of their choice (Word document or PowerPoint

Presentation) to show that their program contains the items listed under the subscale. The

learners will have to include documents from their child care center which adheres to the
requirements. If their center does not have the items on file, participates will have to create the

missing components. The presentation will be assessed using the program evaluation rubric.

This lesson was previously taught in conjunction with the other subscales by showing all

of the subscales listed together on one slide. The presenter would lecture the participates on the

different subscales. There was not requirement to interact with the content. I think the artifacts

that I created for this lesson will be the right fit because the first step is to chuck the information

into smaller groups. Secondly, the artifacts contained visuals that will relate to the subscale and

its items. Previous research has shown that verbal presentations and mental images known as

Dual Coding will provide learners with an enhanced and more solid learning experience

(Thomas, 2014). Research pertaining to multimedia instruction, which includes the use of

diagrams and charts, has also been shown to increase a learner’s ability to retain information

(Mayer, 2014).

The artifacts addressed the following ACRL Visual and Literacy Competency Standards

(2000). Standard number six which is outlined as the visually literate student will designs and

creates meaningful images and visual media. I demonstrated this by creating flow charts that will

show students the connections between the subscales and the items attached to them. I also

addressed standard four which highlights that the visually literate student will evaluate images

and their sources. When deciding on the design of the slides (boxes to hold the words, arrows,

colors, content), I continuously assessed how each element looked on the page.

One challenge with the completion of this project was creating the flow charts. Based on

what I have learned, I had to ensure balance, color contrast, the alignment on the page, and

readable font. I also had to make sure that the charts made sense and could be followed easily. I

wanted the learners to see how the broad subscales break down from items to indicators. I
redesigned them 3 times. Another challenge was the point allocations on the rubric. I needed to

be sure that students received fair create for the amount of work they completed.
References

The Association of College and Research Libraries. (2000). Information literacy competency

standards for higher education. Retrieved from

http://www.ala.org/acrl/standards/visualliteracy

Mayer, R. E. (2014). Multimedia instruction. Handbook of Research on Educational

Communications and Technology, 385-398. Retrieved from

https://westga.view.usg.edu/content/enforced/1055736-

CO.540.MEDT7490.11202.20164/Multimedia%20Instruction%20-%20Mayer.pdf

McCormick Center. (2015). Program administration scale report. Retrieved from

http://mccormickcenter.nl.edu/wp-content/uploads/2013/03/PAS-Profile-Report-

Sample.pdf

Thomas, N. J. (2014). Dual coding and common coding theories of memory. Retrieved from

http://plato.stanford.edu/entries/mental-imagery/theories-memory.html