EliAsses Team 1:

Reham Alkhateeb, Ana Alfaro-Garcia, Alexis Bollin, Sandra Rogel

Clearly identify the intended target audience: what are their specific
demographics?
The intended target audience for this learning module would be students in an
instructional design master’s degree program. Learners engaging in this learning
module are adult learners, are enrolled in a master’s program at a university in the
United States, come from diverse backgrounds, may be full-time workers, and proficient
in the English language.
Topic of the lesson or training:
Introduction Keller ARCS Model
Point out any learning theories used in the planning and development of the
lesson or training.
In the development of this lesson we incorporated Gange’s Nine Events of Instruction
(Northern Illinois University, n.d.).
1. Gaining attention of students: We will start off with an engaging/thought
provoking question.
2. Inform students of the objectives: In the lesson introduction we will state
learning objectives, informing students of what they will be learning.
3. Stimulate recall of prior learning: In the lesson we will ask students to engage
in a learning video, followed by a discussion post that will include a question
about how the video aligns with previous learning experiences. Were they able to
identify any components of the Keller ARCS Model in prior classes? If so, which
components?
4. Presenting content: In the lesson, we will use media to engage students. We
will also incorporate an interactive quiz using PlayPosit and a discussion board
where they can engage with fellow classmates.
5. Provide learning guidance: We would provide prompts at the beginning of the
lesson that would guide the learner through the module. For example, a short
introduction about what they will be learning, how to review feedback, and
navigation instructions for moving forward to the next working module.
6. Elicit performance: In the lesson, we will include two assessments to measure
the learner's understanding of material; interactive quiz and discussion post.
7. Provide feedback: Feedback will be provided immediately when learners are
engaged in the quiz. For the discussion post, feedback will be provided after
learners have completed. This would provide additional information for the
learner to reflect on.
 8. Assess performance: In the lesson, we plan to use the interactive quiz to
assess learner performance and determine if they met the learning objectives.
9. Enhance retention and transfer: Through the discussion post, learners will be
able to connect what they have learned to real-life experiences.
Discuss how you made/plan to make the content accessible.
For the lesson we plan to make it cultural diversity, learners will be able to take personal
past experiences and connect them to what they are currently learning. We would
incorporate video with closed captions for those with visual and auditory impairments.
The quiz would not be graded, it would serve more as a knowledge check. All
expectations would be clearly defined at the beginning of the lesson by stating learning
overview and objectives. To meet cognitive needs, we would design to avoid
unnecessary clutter, transcripts for video learning materials, and use a simple
sequential layout.
Include a reflection on how your group navigated this process and how it
compared to the Case Study explainer video activity. Did the course mapping
process make a difference as you authored this new lesson? If so, how?
We reviewed the material submitted in week 11 and discussed how we would build out
our introduction module lesson. We started this assignment by conducting a quick
learner analysis, discussing who we thought best suited our intended target learner
audience. In reviewing last week’s material we recognized that we needed to
incorporate Gange’s Nine Events of Instruction. As a group we went through all nine
events and discussed how each would be incorporated into the lesson. We then
discussed how we would make the content accessible to our learner audience.

There were slight differences between the Case Study explainer video activity and the
assignment for this week. One notable difference is in the Case Study the topic and
description was provided to us whereas, for this assignment we had to create the topic
and provide descriptive material. We also noticed that we have more freedom to be
creative in this week’s assignment, unlike the Case Study where we were tasked with
reviewing and answering predetermined questions. Similarities noted include, working
as a group and putting together a recorded presentation.

The course mapping definitely made a difference as we authored this week’s lesson.
The course map provided us with a visual representation of what we plan to deliver in
each learning module. It helped us to see the connections between our learning
objectives, assessment tools, and learning activities.

References:
Northern Illinois University, (n.d.). Gagne’s nine events of instruction: Center for
Innovative Teaching and
learning.https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-event
s-of-instruction.shtml