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INSTRUCTIONAL DESIGN
PLANNING
"Comfortable Readings'' is the name of my crossover and it is directed towards the children of the reading club specifically in 1st grade. Despite the fact that we have native students from the United States and also from other countries, it happens that they do not have the level established in that grade. I am designing the course so that the children of the 1st grade reading club have as a goal 200 words that they can know by sight. The first phase will last 2 months (8 weeks) starting with 100 words that we will constantly use in our daily activities. As it will be supported by Blended Learning, then the activities will be carried out in person and online, this combination will allow us to make the activities dynamic and interactive so that student learning is more effective and efficient.
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Stage 1-Desired Results
The first goal is to strengthen and maintain the skills required for efficient reading, it is sought that 1st grade students read, understand and comprehend everything that is in the activities to be developed and what is sought is that reading be effective to the point of pronunciation, drama, and reasoning about what they are reading.
Stage 2-Assessment Evidence
In this phase it is necessary to identify three important points: what will be the words that I will use constantly and daily to reinforce and strengthen learning. Another important point is to know how many words you recognize in the unit, based on the activities to be implemented and last but not least the reflection that is sought with this as well as the relationship that will exist in your daily life to stay as learners of life.
Stage 3 Learning Plan
My plan will be implemented through rotation stations, and I will establish 3 rotation stations, this model allows 1st grade students to rotate through the stations at a previously established schedule, taking into account that one station will be online and that is where we will have the blended learning, both face-to-face and online, among these rotation stations we have:
1. Both the students and the teachers guide the whole group to read the words that we have established as frequent use, as a starting point they will identify and repeat them in order to achieve the established objectives.
2. In this station the students will work on dynamic and interactive activities, this will be carried out in small groups.
3. This station will be completely online, that is, the children carry out activities with Chrome from readings for their level to various activities that will already be previously established for each day to develop the course.
ADDIE MODEL
Analysis: In this initial phase, I seek to distinguish between what students already know and what they should know after completing the course.
Design: This stage determines all goals, tools to be used to gauge performance, various tests, subject matter analysis, planning and resources.
Development: In this stage of development I start the production and testing of the methodology used in the project, that is to say, it is to put into action everything that is the implementation design, taking into account three fundamental tasks that are: writing, production and assessment.
Implementation: At this stage it will allow me to carry out the programs to be used with the students, it is also the stage in which I can redesign, update and edit the course if necessary in order to effectively achieve the objectives that are to be achieved with the student population.
Evaluation: This is the stage where the project is undergoing a meticulous final test regarding the what, how, why, and when of things that were accomplished (or not) of the entire project. The main objective of the evaluation stage is to determine if the objectives have been met and to establish what will be required to move forward in order to increase the efficiency and success rate of the project in the student population that is implemented in this case the children of the 1st grade book club.
IMPLEMENTATION
Where does the Overview/Introduction/Start Here module fit into the overall course map or design?
Said course will be developed week by week, starting the first week of classes of the 2023-2024 school year. Since the course is combined, then I will present information both face-to-face and on Canvas, there you will find general information about said course through each module.
How is your instructional design approach realized in the modules?
Since it’s a course through blended learning, I will be able to develop it through rotation stations, all students will get involved, interact with each other while allowing me to focus on those students who require more personalized learning in rotation.
Where are you sharing the main course goal and outcomes with your learners?
The objectives and results will be established daily through the activities that are carried out, although it is true that they will not be the same activities daily, they will be established under the same objectives, which will allow me to measure weekly results that will help me establish strategies to achieve the previous objectives. Likewise, this will be presented in a tab within the same course that will allow access to all those involved.
How does the unit/module align outcomes/goals activities and assessment?
Evaluations are carried out by modules and will be carried out through CANVAS with a specific Test section, this could be online or in person and it will allow me to know how far we are progressing with reading. It’ll be measured with the number of words as well as time.
Is this student-centered or teacher-led?
My course is centered on the students and allowing them to have a voice, choice, authenticity and ownership while being totally directed by the teacher, since they’ll be in charge of the rotation stations and establishing the activities to be developed in each module.
What is the scope or range of the instructor’s role (i.e. Presenter, Facilitator, Coach, Mentor)?
The instructor's role is all-encompassing; they're a presenter, facilitator, coach, and mentor, as they will deliver and establish what’s wanted from the content, help students learn independently, encourage students to do the activities, and be an example and model for effective learning.
Is the course blended or fully online?
This course will be carried out with blended learning, I will have academic students from Monday to Friday, with 40-minute classes, we will have conferences both in person and online as well as activities and evaluations.
How are you introducing the course and yourself and how are you building the learning community?
I will present the course from the first day of classes, and in each module, I will make an interactive introduction to detail what is wanted in that module and what is sought from the combined course as such.
What is the ratio or percentage of synchronous to asynchronous collaboration?
I could establish that this course will be 70% synchronous and 30% asynchronous.
How will you address the infrastructure, system, and support needs and issues the learner may face?
In my school we have new infrastructure, for this reason that would not be a major problem since the course will be carried out in said school. On the other hand there will be support in terms of technical support, resetting passwords, and operation of the course, among others.
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USABILITY & REFLECTION
USABILITY & REFLECTION
Reflect on who you were able to have conducted the usability testing? Were you able to get the right people? Why or why not? What can you do to better improve this in the future?
I think that I got the right people for my reflection on the usability of my "Comfortable Readings" course, they were 3 classmates from my 5318 course and 2 coworkers from my school (all teachers), with this I will achieve different points of view. In the future, I plan to include more interested parties so that everyone can have access to my course.
What impact did your platform (LMS, Google Docs, or other digital sharing) have on the testing and results?
Despite choosing to raise users, I had the advantage that all my users were familiar with and have used the Canvas platform.
What were the lessons you learned from the usability testing feedback?
I learned from the feedback that all of my users had a positive experience. All users were familiar with Canvas and had some prior knowledge of the course.
What have you done to your design to address the usability issues revealed in the testing? What have you added or taken away?
During my reflection, I noticed that I could survey my course participants at the end of the course to get more feedback on usability. I would like to add this to my course in the future, as well as videos of my participants implementing the course work in their classrooms. This in order to provide a model for other teachers who need more support.
How has this process improved your course and your learner's experience?
I found my course easy to follow and use and it was nice to hear feedback from both my 5318 classmates and coworkers.
How has the testing impacted your alignment of outcomes activities and assessment?
I may have noticed through feedback from my classmates and/or colleagues that I need to review my course results to effectively align with my course objectives.
How will you address the infrastructure, system, and support needs and issues the learner may face?
I added a "Help" section to my course as well as my contact information for any support that my course requires, as well as different support tools for my users.
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Peer Feedback
Athuraliya, A. (2023, Jan 5). Top 7 Instructional Design. Retrieved from Creately: https://creately.com/blog/education/instructional-design-models-process/
Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Retrieved fromhttps://opentextbc.ca/teachinginadigitalage/
LearningDctr. (2010, June 17). Behaviorism, cognitivism, constructivism & learning and instructional theory [Video file]. Retrieved from https://www.youtube.com/watch?v=0YOqgXjynd0
https://www.youtube.com/watch?v=WLmxREQLizk
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KEEP LEARNING!
Ms. Vera
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