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= = Here's what the Worksheet says we need to do:

Working with your teammates, complete Items 1 through 6 below. Items 1, 3, 4, 5, and 6 are completed in a Microsoft Word document. Item 2 is completed in a Microsoft PowerPoint document. When all the work is finished, have one person submit the group’s Word Document into the Blackboard course shell for Worksheet 2. [Go to the Worksheet 2 link in Blackboard; Attach Local File by clicking the Browse button (assuming you are using Internet Explorer) in order to submit the Word Document. Then the person submitting the work should click the Add Another File button and upload the group’s PowerPoint file. Lastly, click the Submit (not the Save) button.] Also, one group member needs to post the instructional PowerPoint file as an attachment in the Discussion Forum for Worksheet 2.

1. (Performance_Objective) In light of the content on pages 113 and 115 (Dick, Carey, & Carey textbook, 7th ed.), write a performance objective that learners could attain by proceeding through 6-8 instructional PowerPoint slides.

For example: Given a map of Canada, learners will be able to correctly label at least 9 of the 10 provinces.

2. Design and develop 6-8 instructional PowerPoint slides intended to help learners attain the performance objective you wrote for Item 1. Everything on the slides must be original work.

3. Discuss the instructional strategy you devised for the instructional PowerPoint slides you created for Item 2. More specifically, address preinstructional activities; content presentation; learner participation; assessment; and follow-through activities (see textbook, pages 171-179).

4. In light of Chapter 7, what type of assessment instrument would you use in order evaluate: (1) A person learning how to bake a cake; (2) A medical student learning to use a needle to draw blood from a human being; and (3) a student learning the meaning of //instructional technology//?

5. What are the implications of the Tessmer, Wilson, and Driscoll model of concept teaching for instructional systems design? Discuss one instructional scenario in which students may benefit from such a model. For the scenario, identify: (1) The instructional objective(s); (2) The target audience; (3) Any prerequisite knowledge and skill necessary for learners to engage in the instruction; (4) Location of the instruction; (5) What the learners and the teacher (if any) would do during the instruction; (6) Whether and how any instructional media would be used (e.g., computers, DVD players, etc.); and (7) The duration of the instruction.

6. What is Design-Based Research (DBR)? Discuss three implications of DBR for Technology-Enhanced Learning Environments (TELEs).

Rubric for Worksheet 2 (10 Points)
 * Item 1 || Performance objective is clear and contains the three components of a Mager objective || 1 ||
 * Item 2 || PowerPoint contains between 6 and 8 original slides; contains the instruction and practice items necessary to help learners achieve the performance objective; posted in Worksheet 2 link and in Discussion Forum || 5 ||
 * Item 3 || Addresses all three components of instructional strategies identified in the item || 2 ||
 * Item 4 || Identifies a suitable assessment instrument for each instructional objective || 1 ||
 * Item 5 || Discusses the implications of the model for ISD. Addresses all 7 items when describing one instructional scenario pertaining to the model. || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: right;">4 ||
 * <span style="font-family: 'Times New Roman','serif';">Item 6 || <span style="font-family: 'Times New Roman','serif';">Describes design-based research and discusses three implications of DBR for TELEs. || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: right;">2 ||
 * <span style="font-family: 'Times New Roman','serif';">Total || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: right;">10 ||