Group Project – ONLINE (45%)

Deadline: Check the Course Schedule for Deadline Dates

Discussion:
Group project will be similar to your first (mini-project) with the exception that you will be

- working in groups to focus on an online unit (solution).

- going into more detail in regards to the instructional strategies and lessons.
- Focusing on a 1-3 hours implementation framework
- Proving sample materials and resources that would form part of online solution.

Since you have practiced throughout this semester ISD techniques, the facilitator expects this
final project to demonstrate a sophisticated understanding of the ISD process and strategies,
and fully integrate these strategies into your unit.

In your collaborative groups you will decide which individual project to strengthen, advance or
modify to suite an online setting. Note however, you should provide a justification for
addressing the solution within the online setting. Your justification should include references to
learning environment. The learning environment refers to the Learning Management System
(LMS) in which this solution will be implemented. You may find it useful to explore some LMS
eg. Canvas, Google Classroom, Moodle, Blackboard and Coursetoolkit.

Design Challenge
Your goal is to create a piece of instruction that in part or wholly uses ISD techniques for
teaching some higher-order declarative knowledge: concepts, principles or mental models. This
is similar to the mini-project but more in-depth in that you will be creating instruction that
includes at least 3 units. Its topics – its big ideas and related essential questions are entirely up
to you. You will set goals, create assessments and come up with a set of instructional materials
that you will test with 1 -3 pilot subjects and iterate based on the test subjects and small group
feedback.

You may choose to work on the same topic as with mini project, but if you do so, the facilitators
will expect a much greater level of sophistication at all levels of your project. Simply adding
more units to your mini project without making significant improvements in all areas will result in
a low score.

When submitting, you should have a title page with your name, table of contents, and page
numbering. Please use the template provided via the sample document as an example

Requirements for Group Project

1. Overview and Context of Instructional System
Provide a ½-page executive summary of your instructional system that includes a short
description of its audience, its context of intended use, key “desired results”, major
applicable learning theories, approaches to assessment, and highlights of your
instructional approach.

EDID6505 – Semester 1 (2016) 1

 2. Needs assessment
The needs assessment will provide

a. Selected Audience – You need to select and define a Learner group or Preferred
Audience who will be engaging with your instructional system. They can be from any
field -- the selection of audience is up to you.
b. Topic of Instruction – Pick any concept, principle or mental model that you want to
teach to your audience. Although you can pick any topic for this task, you may want
to have it be part of a larger instructional system that you want to develop for a future
project. Selecting a topic with a larger instructional system in mind that you or a team
of others work on is encouraged, but not required as this point in the semester.
c. Formats – The mode, media and format of your project is targeted for online, but it
should be a “good fit” with your audience and learning goals.
d. Optimals, Actuals, Feelings, Causes, and Solutions as according to the Needs
Assessment Rubric, located in the readings.
3. Performance Objectives and Task Analysis
a. Include an overarching goal(s) or “big idea” for the short-term unit
b. To reach the overarching goal or “big idea”, establish performance objectives,
according to the objectives rubric located in objectives readings
c. Include task analysis (both procedural and prerequisite) according to the task
analysis rubrics located in task analysis reading
4. Assessment
• Assessment of Student Learning – Assessment is key to the ISD approach. For this
assignment, you need to devise items that help you collect evidence of a learners’
prior concepts, state of current thinking, or changes in understanding. Tell when and
how these assessment items should be used: before, during or immediately after the
instruction is received. Assessment should include both assessment items as well
as rubrics for performance. Refer to rubrics located in assessment readings

5. Instructional Strategies and Lesson: An Expanded Unit of the Mini-Project

• The centerpiece of this second mini-Project are the pieces of instruction that you
have developed in detail and that addresses higher-order thinking with both
declarative knowledge (concepts, principles or mental models) and procedural
knowledge (problem solving, troubleshooting) components. This work can be a
synthesis of your Mini-Project (easier) or new materials that you have recently
developed. If earlier materials are used, there should be evidence of you having
done extensive iterative design and improved what you first produced based on
feedback from your instructor, pilot users, and any Subject Matter Experts whom you
have consulted, as well as your small group work. In a deliberate and informed way,
you need to incorporate instructional tactics/approaches/techniques that aim to
enhance the instructions strengths or address its drawbacks. This may be in the form
of three or five short lessons. Refer to the rubrics in the instructional
strategies/lesson readings, graphics organizers and analogies, and learner and
context analysis readings.

EDID6505 – Semester 1 (2016) 2

 6. Review of the Process
You should accompany your group project with a piece of reflective writing. For this part
of the assignment, you will:
a. Data and Feedback from Using Materials with Pilot Users – Describe your
approach to collecting data from your Pilot Users, who they were and why you
selected them. Tell of their experience with the materials; present data you
collected for formative evaluation, and including specific, memorable user
comments. What did they (and you) find “effective and efficient” about your
lessons? What needs further work in your materials?
b. Design Process - Describe your evolving design process that you used in
creating your Final Project, how you acted as an informed designer or did not,
and suggest ways you would do things the same and differently if you were to
revise this project, or start a new one. What were the difficult design decisions
that you made in your work, what trade-offs caused you the most concern? If
given more development time, how would you see yourself improving the
materials you created?
c. Instructional Strategies Tables - Identify at least a dozen instructional strategies
or tactics (more are needed for exemplary papers) drawn from multiple sources
and related to teaching declarative and procedural knowledge that you
deliberately built into your materials. Create a table made up of 4 columns with
the following titles: Strategy, Location in Lesson, Citation in Readings (research
article or textbook), and Rationale for Use. Be sure to cite the exact location
within the lesson & page, full citation of textbook or research article.
d. Research and Information Sources – Research in design shows that product
quality is directly related to the research and information sources that designers
access and use. These include national standards related to learning goals,
research on students’ misconceptions & prior knowledge, and “prior art” of how
others have taught similar topics before you.
7. Reflective writing (individual)
Each person will submit reflective writing component that will form part of the final
document. You will need to include a piece of reflective writing. For this part of the
assignment, you will:
a. State on what worked, what did not as a group or individual and why you believed
the outcomes occurred.
b. State what you would do or not do differently
c. State how working as an individual or a group helped or did not help your process
(please be honest here)

How Long Should Your Final-Project Be? – The aim of this performance task
is for you explore using ISD techniques effectively, and for the facilitators to
gather evidence of your understanding of ISD thus far. You are asked to apply
techniques/tactics/methods, and so your project should be long enough so that
you can incorporate them in an authentic and seamless matter. More than 15
pages of text would be too much for this assignment.

Assessment
Use the rubric found on the next page to use as your guideline for how you will be graded on
your project. It is similar to the mini-project, you will also receive participation surveys that you

EDID6505 – Semester 1 (2016) 3

will use to give feedback on peer participation on your work. These will count to a percentage of
your final project grade. So be sure to do your part!

Peer Feedback
Each individual will be submitting project participation surveys to the peer-survey submission
area. The deadlines for these surveys can be found in the course schedule.

Sample Timeline for working together on this project:

While it is up to your group how you will organise yourselves for this Project, below is a sample
timeline you may find useful for pacing yourselves and organising how to proceed together. It is
important not to get behind, as cramming for this type of project will not assist you in producing
a sophisticated and quality unit. You have three weeks to produce an item together, so plan
well.

Week 10:
• Decide on group project or individual project
• Decide topic
• Decide on group roles…who will do what? What are your individual strengths and
weaknesses?
• Decide on a group plan. When and how will items get done? What is the plan for the
following 3 weeks?
• Prepare needs assessment and workshop outline
• Create performance objectives and task analysis
• Decide on how assessment will be done
• Plan for unit lessons; delegate who will be working on what
• Think about which parts to pilot and how

Week 11:
• Create assessments
• Look at first iteration of lessons in unit; arrange pilots
• Pilot at least one of your lessons; iterate from the pilot
• Iterate the work
• Begin writing the reflection and overview

Week 12:
• Place all items within the paper; iterate for quality
• Continue iteration and hand in when group feels it is complete and of quality

Submission:
Each individual will submit a Weebly link to the project and reflection

EDID6505 – Semester 1 (2016) 4

 Final – Group Project
Scoring Guide

(45% of Total Course Grade)

Student Name:
Project Team:
Facilitator:
Grading Scale: (Use the Group-Project Feedback rubric)
5 = Sophisticated demonstration of skills
4 = Above average demonstration of skills,
3 = Average/Expected demonstration of skills,
2 = Somewhat naïve or limited demonstration of skills,
1= Show no demonstration of skills,
0 = No submission
Requirement Score % Maximum Comments
(Out of 5) % allowed
Requirements -5%
Meeting requirements as specified 0 5.0
Demonstration and Use of
Strategies/Tactics - 22%

Demonstration of Instructional Elements

0 10.0
Implementation and Integration of ISD
Tactics and Strategies
0 12.0
Quality - 5%

Effectiveness and Craftsmanship

0 5.0
Group Participation - 7.5%

Peer-Group Participation Survey

Response 0 4.5
Reflective Writing
0 3.0
Presentation - 5.5%

Overall Presentation
0 5.5
FINAL SCORE
0.0 45.0

EDID6505 – Semester 1 (2016) 5

 Group Project Feedback Rubric

Score Requirements - Understanding and Use of Strategies/Tactics Quality - Effectiveness and Craftsmanship Group Participation - Peer Group
Meeting the Participation Surveys
Requirements as Demonstration of ISD Implementation and Integration of ISD Tactics Reflective Writing
specified Elements and Strategies

5 Integrates a range of tactics creatively and

All requirements were Shows sophisticated
exceeded demonstration of the ISD
process and elements.
Sophisticated and in-depth explanation
and evaluation of experience. All Instructional System is highly effective and
seamlessly in the lecture. Methods used go well
necessary components present. efficient. Ideas are engaging, clear and Being an available and contributing member
beyond straightforward application of techniques.
Reflective Writing not only builds on polished, and show insight regarding audience, to the group; receives an average sore of
Larger context of lesson examples included are
basic principles but also creates a more learning context and purpose. Craftsmanship 4.5 -5.0 from rest of group
well defined and are aptly placed in the short-term
knowledgeable insight and is well in evident.
unit.
explained.

4 Integrates a range of tactics and seamlessly in the

lecture. Methods used are just beyond
Above average explanation and
evaluation of experience. All necessary
Instructional System is highly effective. Ideas
are engaging but may not be totally clear and Being an available and contributing member
All requirements are Shows above average
straightforward application of techniques. Larger components present. Reflective Writing polished. It shows insight regarding audience, to the group; receives an average sore of
met as specified. demonstration of the ISD
context of lesson examples included are defined builds on basic principles, is insightful learning context and purpose. Craftsmanship 3.5-4.4 from rest of group
process and elements.
and are aptly placed in the short-term unit. and well explained. can be envisioned.

3 All but one or two items

are met as specified
Appropriate instructional strategies are used and
Clear explanation and evaluation of
Instructional System is effective. Ideas are
Being an available and contributing member
integrated into the IS. Strategies applied with presented in a clear and thorough way, and
(example: lacking page Shows average/expected experience. All necessary components as much as possible, but not all the time.
some innovation in some cases. Larger context of show awareness of audience, context and
numbers, table of demonstration of the ISD present. Reflective Writing is well Receives an average score of 3– 3.4 from
lesson examples are clearly defined and placed purpose. Evidence of good craftsmanship in
contents, or going over process and elements. explained. rest of group.
within the short-term unit. evidence.
page limit).

2 The strategies and tactics in the IS are used

somewhat crudely, or only fit somewhat well or
Incomplete or somewhat confusing
Instructional System is effective in some ways
Quite a few explanation and evaluation of
sometimes in the defined instructional context. and not others. There are problems with clarity Off-and-on participation in the group;
requirements not met Shows a somewhat naive or experience. Not all necessary
Description of the larger context incomplete or or setting the context. Unclear whether receives an average score of 2.5-2.9 from
as specified in the limited demonstration of the components are present. Reflective
unclear in places; placement of the lesson audience, context and purpose have been kept rest of group.
assignment. ISD process and elements writing is somewhat crude and not
examples within the short-term unit could be in mind. Little evidence of good craftsmanship.
always well explained.
questioned.

1 Most items not as

Shows little demonstration
The strategies and tactics used in the IS are
inappropriately used or are irrelevant. Descriptions
Missing explanation and evaluation of
experience, missing components, and
Instructional System is ineffective, unpolished,
confusing and shows little evidence of any
Did not participate in the group as expected;
directed in the received an average score of 2.1 – 2.4 from
of the ISD process and of the larger context in which lessons are placed reflection lacks evidence of effort and planning of instruction with audience and
assignment. rest of group
elements. are missing. reflection. context in mind. Lacking craftsmanship.

0 Evidence not following

the guidelines when
Did not demonstrate an
understanding of ISD
preparing the final process and elements.
project. Many of the required
elements are missing.
Did not demonstrate strategies or tactics in the IS.
Missing explanation and evaluation of
pilot experience, missing reflection,
Description of the larger context is missing.
missing components.
Lacking instruction/lessons, little to no
evidence of planning, little to no evidence of
Did not participate in the group as expected;
received an average score of 0 – 2.0 from
craftsmanship, little to no evidence of
rest of group.
effectiveness.

EDID6505 – Semester 1 (2016) 6