University of the West Indies Open Campus

MSc. Instructional Design and Technology

EDID6512 Design Project I

Assignment
Project Prospectus

Submitted by: Nelisha Nash

ID #: 307001743

Course Facilitator: Dr. Camille Dickenson-Deane

Project Advisor: Dr. Cathy James-Springer
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Introduction
As early as 2015, the Southwest Technical Vocational Education and Training

Institute-Derrick Rochester Campus (STVET-DRC), had identified the need to provide

instruction using modalities that cater to the needs of its trainees and subsequently issued a

directive to instructors to offer training using a blended approach which incorporated the use

of the Moodle Learning Management System (LMS). Graham (2013) as cited by Dziuban,

Graham, Moskal, Norberg and Silicia (2018) describes blended learning as the integration of

face-to-face and online instruction. This directive was driven by a number of factors

including less than desirable attendance patterns of trainees due to work and family

commitments as well as a need to be on par with training options provided by other

institutions of its kind. Training was provided to selected instructional staff facilitated by the

Learning Development Unit. Members of staff trained are usually selected based on the needs

of the organization at the time.

After reviewing training statistics where the blended learning programmes were

concerned, the number of blended programmes that were implemented in comparison to the

planned target at the beginning of the year was significantly lower than anticipated.

Additionally, for those courses which were actually implemented, course participation by

trainees were dismal. Based on the foregoing, the management of the campus decided to

explore the use of an instructional design solution which could possibly resolve this problem.

Identification and Justification of Need

The challenge that the campus is now experiencing is less than desirable participation

in blended programmes by trainees and a less than desirable uptake by instructors in

designing and delivering programmes using the Moodle LMS.

A need analysis conducted with a random sample of ten (10) instructional staff

revealed that eight (8) out of ten (10) or 80% of instructors were less than satisfied with the
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way that training is done in preparation for blended and by extension online delivery. This

preparation consists of formal two-day training exercise in Repurposing Content for Online

Instruction and the Moodle Learning Management System using the face-to-face or

traditional approach after which instructors are left on their own to figure this process out.

Further training in the aforementioned areas can be arranged; however, this will only occur in

the upcoming training year due to budgetary and scheduling constraints. This inflexibility in

arranging further training on a more frequent basis has had a negative impact on instructors.

Narum (2018) states that “research demonstrates that a significant portion of information

learned is quickly forgotten, especially when participating in formal training programs.” The

design project will comprise an online module wherein instructors will be able to develop

their instructional design and delivery skills regarding the development and delivery of their

respective programmes using blended learning approach at their own pace particularly as it

relates to blended and by extension courses. This module will also allow instructors to

collaborate with other participants and complete course exercises and cases which are

relevant to the instructional design process and by extension the design and delivery of their

respective programmes. While collaboration is not a part of the problem, the designer

recognizes the benefits to be derived from individuals working together to achieve a common

goal. The intention of the design is not to replace the existing formalized training but to

develop a tool to compliment this established practice.

Brief Description of Target Audience

The target audience consists of a group of five (5) male instructors in the electrical

department of the Derrick Rochester Campus. Of the five (5) participants, 3 or 60% are

within the 25-40 age range while the remaining two (2) participants or 40% are between the

40-55 age range. All participants have completed the “Train the Trainer Course” which

provides training specific to technical and vocational education. All participants have a first
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degree, with three (3) of the participants possessing specializations in Electrical Technology,

one participant in Electronics and Telecommunication and the fifth participant in Electrical

Engineering. Two (2) or 40% of the participants have teaching experiences ranging between

10 to 20 years, one (1) or 20% has over 20 years of experience while the fifth participant has

less than 10 years of teaching experience. All participants have completed the two-day

training course “Repurposing Content for Blended/Online Instruction and Moodle Learning

Management System” which is the preparatory course offered by the organization for blended

and online delivery.

Literature Review
The ADDIE model will be the instructional design model ‘on which this instructional

solution will be built due to its effectiveness in producing an effective design (Aldoobie,

2015). The systematics nature of this model is critical for the design and will also effectively

account for users for which this solution will be designed, their experiences and expectations.

The information gathered in the analysis phase will inform the design and subsequent

development of the design which will be tested, feedback gathered, and improvement made.

The proposed solution will be built on the principles of performance support systems,

the intention of which is to improve instructor competence in being able to develop and

deliver blended programmes. The primary objective of a performance support system is to

deliver knowledge to its user, when needed to perform a process or complete a task

(Lacontora & Mendoca, 2010). Performance Support Systems or to be more specific,

electronic performance support systems (EPSS) infuses learning and task performance into a

single action through the provision of information and guidance about the task in response to

specific needs and situations, which allows for learning to take place while working (Gal and
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Nachmias (2011). The combination of learning opportunities in class or online with the

implementation of a Performance Support System, can improve on-the-job performance with

quick and accessible resources being readily available (Narum, 2018).

The First Principles of Instruction Theory as articulated by M. David Merrill, will be

critical to the design in that participants will see instructional design practices at work as they

will be:

 engaged in solving real-world problems

 existing knowledge will be activated

 interact with new knowledge which will be integrated with previous

knowledge

Participants will also be given the opportunity to apply the knowledge that they are

interacting with in solving instructional design problems that are applicable to their respective

programmes (Jalilehvand, 2016). Gardner (2010) posits that there is research to support the

position that student learning increases when Merill’s First Principle of Instruction is used as

a part of instructional strategy. In the context of this design, it is important that participants

learn as much as they can so that they can apply newly developed competence to the design

and delivery of their assigned programmes.

The theory of cognitive constructivism will be instrumental to the design of the

solution. On a whole constructivism promotes a rich learning environment that fosters

independent exploration by learners thereby leading to a deeper understanding of content.

(Koyanagi, n.d. as cited by Carwil, 2007). Cognitive constructivism builds on the following

elements activation of prior knowledge, create surprise, apply and evaluate knowledge and

reflection (Stanny, 2019). The experience provided in the proposed design will build on the

prior knowledge of participants so that the experience can be meaningful for the participants.
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One of the underlying thought on constructivism criticism is that learning is retained better

when connected with existing knowledge or structures (Stanny, 2019). The opportunity will

also be provided for participants to apply the knowledge gained after interacting with the

design to solve related problems particularly as it relates to the design and development of

their own blended programmes and finally the opportunity for reflection on their own

learning experiences will be provided. Embedded within the design will also be the

opportunity for participants to explore the content of the module at their own pace and in

their own time and peaking their curiosity and later applying these concepts to the design and

delivery of their own blended programmes.

A key feature of the design will be cooperative/collaborative learning wherein

learners interact with each other via discussion forums and group activities. This is supported

by Carswell (2001) who states that “learning results as individuals exercise, verify, solidify

and improve their mental models through discussions and information sharing.” This

approach is particularly important in this context as the solution will allow participation

among participants thus allowing them to learn from each other’s experiences.

Engagement theory is also applicable to the design. This theory which was developed

by Kearsley & Shneiderman posits that when learners find the learning process meaningful,

this will translate into more effective learning, retention as well as their ability to transfer the

information to other situations. Engagement theory also supports team efforts placing

emphasis on communication, management, planning and social skills (Andrews, Daway,

Gregory & Josephs, 2014). The principles of this theory will be infused into the proposed

design by allowing for engagement between learners via discussion forums so that they can

develop their instructional design competencies. In addition, learners will be engaged in

activities that are directly related to their job functions allowing them to be better able to
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perform as required. Learners will be also have the opportunity to share ideas and learn from

each other.

Solutions
The proposed solution in response to the problem identified is to design an online

training module for the design and delivery of blended and online course delivery. Embedded

within this solution will be avenues for collaboration through the use of forums which will

allow instructors to share ideas and build their knowledge. The proposed solution will be

broken out into the following modules which participants will be required to go through

sequentially:

 Identifying and Organizing Course Content

 Defining instructional, media, evaluation and delivery strategies
 Creating interactive content
 Evaluating Learning Activities
Assessment activities for each module will include case studies, discussions and practical

assignments. The summative assessment will have participants creating a unit for blended

learning and delivering that unit to trainees within their respective programmes. Training for

the participants will be delivered by Moodle as this is the learning management system that

the organization has invested in.

While the scope of the project will be more narrow and customized for a particular

context, similarities have been found in using the approach used by the online learning

consortium. In addition, to offering training in online course development and design

principles, among other areas, there is an active community where just about everyone from

educators, experts, students and other stakeholders can share information and enhances their

professional growth. The intention is to harness this underlying practice in the design. 

Similar solutions include:

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1. Blended Learning Essentials facilitated by Future Learn

(https://www.futurelearn.com/courses/blended-learning-getting-started). A free

course for the vocational education and training sector to promote effective

practice and pedagogy in blended learning. This solution was selected as it is

particularly designed for persons working in technical, vocational, education and

training which is the kind of organization that this project will be applied in.

2. Blendex: Blended Learning with edX. https://www.edx.org/course/blendedx-

blended-learning-with-edx-2. This solution was selected as it offers a clear and

concise path to better understanding principles of blended learning as well as

providing learners with the tools needed to develop their own blended courses.

This course is free, however learners will have to pay a fee of $99 to receive a

certificate. This course is also offered to a wide cross-section of individuals while

the proposed design will be customized for a select group of instructors.

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References
Aldoobie, N. (2015). ADDIE Model. American International Journal of Contemporary Research.

Vol. 5, No. 6. Retrieved from:

http://www.aijcrnet.com/journals/Vol_5_No_6_December_2015/10.pdf

Andrews, S., Daway, F., Gregory, S., Josephs, S. (2014). Engagement Theory of Learning.

Retrieved from: https://www.slideshare.net/faithwhitedaway/engagement-theory-of-learning

Carswell, A. D. (2001). Facilitating student learning in an asynchronous learning

network. Dissertation Abstracts International, 62 (03), 1110.

Carwile, J. (2007). A Constructivist Approach to Online Teaching and Learning.

12(1), 68-73. Retrieved from: https://files.eric.ed.gov/fulltext/EJ833907.pdf

Gardner, J. (2010). Applying Merrill's First Principles of Instruction: Practical Methods

Based on a Review of the Literature. Educational Technology, v50 n2 p20-25.

Retrieved from: https://eric.ed.gov/?id=EJ890773

Dziuban, C., Graham, C.R., Moskal, P.D. et al. Blended learning: the new normal and

emerging technologies. Int J Educ Technol High Educ 15, 3 (2018)

doi:10.1186/s41239-017-0087-5

Jalilehvand, M. (2016). Study the Impact of Merrill’s First Principles of Instruction on

Students’ Creativity. Mediterranean Journal of Social Sciences. doi:

10.5901/mjss.2016.v7n2p313

Mendonça, David & Lacontora, John. (2010). Performance Support Systems in Learning

Environments: An Application to Engine Diagnostics. International Journal of

Innovation and Learning. 8. 42-57. 10.1504/IJIL.2010.034013.

Narum, C. (2018). 10 Types Of Performance Support Tools From Quick Reference Guides

To Mobile Apps. Retrieved from: https://elearningindustry.com/performance-support-

tools-quick-reference-guides-mobile-apps-10-types
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Kearsley, G. & Shneiderman (1998). Engagement Theory: A Framework for

Technology-Based Teaching and Learning. Educational Technology Vol. 38, No. 5,

pp. 20-23

Stanny, C. (2019). Use Elements of Cognitive Constructivism to Design Effective Learning

Activities. Retrieved from: https://ctl.byu.edu/tip/use-elements-cognitive-constructivism-

design-effective-learning-activities