EDTEC 544 - Final Exam


EDTEC 544 Instructional Design Assignments - Spring, 2007

Initiating Memo

Initial Analysis

System Specification

Design Concept/Description of Product

Prototype Evaluation

Design Notebook

Final Exam

EDTEC Assignments Home

Questions:

 

1. Name that Role.

Consider the "Prism of Perspectives" in Module 3 and the project you proposed to QED in your Initiating Memo.

  1. For each of the six roles in the model, describe, in a sentence or two, a potential source of information associated with that role that might provide information useful for your initial analysis.
  2. Select three of these sources that you believe will be most helpful to your analysis. Using the definitions developed in Module 3, explain why each source fits the role.
  3. Briefly outline the type of information you think each of these three sources could supply to support your initial analysis.

Answers:

Q1: six roles

  1. Learners: Prospective learners, including regular employees and current internal trainers in small to medium size companies.
  2. Deliverer: Trainers or persons who are responsible for teaching and learning in their companies. They are learners in first place then become deliverers of the instruction product afterward.
  3. Constituent: Supervisors of human resource department or training department.
  4. Policy maker: Owner of companies
  5. Manager of educational facilities: Director of computer training facilities (computer, network, hub and etc.) and supervisor of finance department...
  6. Subject matter sources: Articles, books, online help and tutorials of related Open Source software; teachers who teach similar subjects; and authors of exemplary web sites that construct learning environment with multiple Open Source software.

Q2: Three most helpful sources and why each source fits the role

·                     Learners: They are the direct consumers of the instruction product. Their opinions, requirements, expectations, values, goals, motives are the key sources for learner analysis.

·                     Deliverer: They are the direct consumers of the instruction product, too. They can be both learners and instructors of the instruction product therefore they can supply information about learners, constituent, educational facilities, policy maker, and they might be experts of using Open Source software as well.

·                     Subject matter sources: Building learning environment with Open Source software is a new topic therefore it is critically important to find help from subject matter experts and document sources.

Q3: Types of information that each of these three sources could supply

·                     Learners: Prospective learners can provide information of existing problems about information and working knowledge management in their companies, the extent to which they wish to improve, their motivation to learn about the topic, their own weakness and strength, and, maybe, information of competitive products.

·                     Deliverer: Trainers, instructors or coaches can provide information about resources they have on-hand; detailed product requirement; what efforts they have tried to solve problems about information and working knowledge management; barriers for implementation training products; major concerns from policy makers; the gap between current problems and expectation from his/her supervisor or owner; their motivation to build better learning environment; social, information and technical subcontexts of learners; details about characteristics of learners; and other critical issues may have impact on learning quality or procurement.

·                     Subject matter sources: from this source, I will look for all kinds of information about related Open Source software, including feature, operation method and limitation of the software; examples for various possible applications; copyright issues; barriers, difficulties, tips, and experiences for integration the software.


2. SAFE DRIVING PRACTICES

The content of your objectives should address any portion of the Safe Driving Practices section of the DMV manual.

Please state the part from which you obtain the content for each objective. For example:

Objective 1 Don’t be a tailgater!

Given a gridlock situation, learner will be able to

1.     Allow a four-second or more cushion space between his car and the car ahead by counting “one-thousand-one, one-thousand-two, one-thousand-three, and one-thousand-four.”

2.     Allow room in front of his car when the driver behind him wants to pass.

3.     Take his foot off the gas, instead of slam on brakes or swerve into another lane, when another driver “cuts” in front of him.

Objective 2 Take in the whole scene

Given a start-and-drive situation, learner will be able to

4.     Adjust seat and mirror before starting his engine.

5.     Clean his windows and mirrors before starting his engine.

6.     Signal before merging into a driving lane.

7.     Check traffic ahead and behind of his vehicle and does not only look at the middle of the road.

8.     Turn head before changing lanes.

Objective 3 Scanning - Know what is behind

Given both crowded and down-hill traffic situations, learner will be able to

1.     Before changing lane, check behind, slow down quickly and take a quick glace in his mirrors to make sure he’s not in the way of vehicles in the lane he wants to enter.

2.     Check for large vehicles when driving down a hill.

 

Submitted by: SusanLulee