Ice breaker Task List

❑ Test your audio & video.

❑ Keep your system on mute.
❑ Make sure your first and last names are
displayed
❑ Roll Call #1– Send a “checking in” chat
message sharing the name of your favorite
mobile app.
❑ Download IDA 1 document from the course
platform
Week 2
Agenda
• Housekeeping
• Theories
• Analyzing the context
• IDA 1
• To do list for next
week
• Group meetings
Housekeeping
 Perseverance
Award
• Commendable patience with delay in group
assignments.
• Self-direction exploring the learning platforms.
• Seeking assistance through appropriate resources.

Great Job on the Media Checklist &

exploring the Adobe Express ePorfolio
platform – They are looking great!
 https://mediaspace.illinois.edu/

• Login: Use your Illinois Net ID and Password

• Search: EPOL 472 MTC FA 2023 Live Class Recordings
and Bookmark the link
 Assignment Completions Due
Week 1!
• Media Check List!
• Graded Discussion Prompt: Careers in Instructional Design
Reminder:
Each Week Ends on Sunday and Starts on Monday.

Assignments will be Due by 5:00pm (CST) each Sunday unless

otherwise noted on the Assignment Schedule.
 Checking In
Group Assignments were sent out Sunday.
• Did you receive them?
• Did you reach out to your group members?
• Did you arrange a time to meet to discuss your
project topic?
Consider groups as tentative for now – Slight chance
some groups may need to adjust depending on student
movement.
 Checking In
Groups: Start working on your IDA #1 regardless of
tentative status – always move forward, keep lines of
communication open.
• Do not go dark on your group!
• Do not expect to jump in at the last minute when an
assignment is due and expect to contribute – if the
ship has left the port – it’s sailing!
Instructional Design
Instructional Design

Designing Learning Experiences

 Instructional Design (ID) is
a systematic process of
What is analyzing and solving
learning and performance
instructional problems that will respond
design? to instruction.
What are some performance and
learning issues you have
experienced or observed recently?
What is
instruction?

to enable the
Deliberated
learner’s
arrangements of
achievement of
learning conditions
learning goals.
Design thinking
https://hbr.org/video/4443548301001/t
he-explainer-design-thinking
Three Stages of Design Thinking
• Invent the future
• Test your ideas
• Bring the new service
to life

CONCEPTUAL &
THEORETICAL FOUNDATIONS
 What is Design?

Series of decision-making processes that are

guided by clear objectives, constrained by limited
resources, centered on user experiences, situated
in the context, and saturated with creativity and
innovations, in order to solve problems.
Theoretical and conceptual
foundations
Training Involves…
1.
Instructional experiences that are
focused upon individuals acquiring very
specific skills that they will normally
apply almost immediately.
Constructivism
2.
States that knowledge is constructed from
experiences and that learning is an active
process in which meaning is developed on
the basis of experience
Constructivism

3.
Places more emphasis on factors
within the learner and less emphasis
on factors within the environment.
Constructivism

4.
This type of learning is collaborative
with meaning negotiated from multiple
perspectives
Constructivism

5.
Some say it is a combination of
newly acquired knowledge and
previous existing knowledge
Descriptive Theory

6.
This describes phenomena as
they are hypothesized to exist.
Behaviorism
7.
States that the only things about
human learning worth studying are
those that can be observed.
Piaget’s theory on the 4 stages of
development

8.
States that learners cannot be taught key
cognitive tasks until they reach a
particular stage of development.
Theories of instruction

9.
Attempt to relate specified events
comprising instruction to learning processes
and learning outcomes, drawing upon
knowledge generated by learning research
and theory.
Learning theories
10.
Attempt to describe, explain, and predict
learning.
What is learning?
… it is a process enacted by learners that enables
them to attain measurable and persisting change
of performance according to their modified
knowledge, skills, and abilities, upon interacting
with elements in various learning environments
What are the major camps of
learning theories?
TRANSLATING LEARNING THEORIES INTO
PRACTICAL INSTRUCTIONAL INTERVENTIONS
• How does learning occur?
• Which factors influence learning?
• How does transfer occur? And what types of
learning are best explained by the theory?
• What are the basic assumptions of theories that
are relevant to design of your instruction?
• How should instruction be structured to facilitate
learning?

(Ertmer & Newby, 2013)

ADDIE
Context Analysis
Three sides of needs assessment

Smith and Ragan, 2005

IDA 1
• Topic of your project: Include a title
• Background and context
• Think about stakeholders
• Gap identification
• Prioritize goals – state the learning goals
• Instructional needs – focus on why

• The project scope

• Consider the number of group members
• 1-2 hours of instruction per each person
IDA 1
Please pay attention to your project’s
• Problem statement
• Description of problem gaps, and instructional needs
• Gap identification & prioritization
• Learning goals (statement)
• What needs to be included in the goal statement?
• Description of learning environment
Group ID Projects
Instructional Design Project – Who?
• Groups have been assigned! If you did not receive a
Group assignment email – Let me know!
• As a group, you will be designing an instruction or
training.
• Select a topic that at least one of you knows the content
well or you have close access to a subject matter expert.
• One instructional unit (sub-topic) per member that will
be designed/developed approximately 1-2 hours long.
• Final deliverables Due in Week 8! Two Parts:
• Design document – Analysis, Design, Development,
Implementation, and Evaluation (A.D.D.I.E)
• Instructional package – Table of Contents for Unit Artifacts
(PPTs, Job Aids, Activity Instructions, Assessments, etc.)
An integration of Instruction Design Frameworks
 Instructional Design Activities
(IDAs) – What?
• Use the Final Project Instructional Design Formatting
Template and Guided Instruction to complete each IDA!
• Develop and reveal your design thinking together
• Be Substantive and Concise: Rough draft: Paragraphs – not
bullets.
• Formative feedback: Weeks 4 and 6
• Final ID project submission of Design Document &
Instructional Package: Monday, October 16th 5:00pm CST
 Instructional Design Activities
(IDAs) – What?
• IDA 1: Context analysis You are here! Due: Week 4
Group
• IDA 2: Learner analysis
• IDA 3: Learning task analysis
Primarily
Individual • IDA 4: Assessment development (Some Group)
Units • IDA 5: Instructional strategy design (Some Group)
Group • IDA 6: Formative evaluation
• Be Substantive and Concise: Rough draft: Paragraphs – not
bullets.
• Formative feedback: Weeks 4 and 6
• Final ID project submission of Design Document &
Instructional Package: Monday, October 16th 5:00pm CST
Instructional Design Activities
(IDAs) – How?
• Final Project Instructional Design Formatting Template and
Guided Instruction to complete IDA 1 & 2!
• Clearly identify in the google doc each person’s contribution
in the footnotes.
• IDA 1: Context analysis
• IDA 2: Learner analysis
• Submission for formative feedback:
Submit one URL for your working document
• Coursera: Module 4 Graded Activity- Individual project
Instructional Design Activity 1 & 2
• Canvas: Week 4 IDA 1 & 2
Submission must be made by each person to get the
assignment points.
Instructional Design
Content Sequencing Structures
• Different Models/Structure: This class focuses on a
Learning Related Structure.
• Some Terms are often used interchangeably in
business/academic environments.
• Choose and agree on terms you will use throughout the
design and development of your instruction/training.
• Be consistent in your terminology within the Instructional
Design document.
Instructional Design
Content Sequencing Structures

Topic = Learning Program/Course

Sub-Topics = Learning Units
• Learning Modules/Segments/Lesson Plan –
Course Content Outline: What your learners
will be learning in the learning unit.
• Learning Objects/Activities – What your
learners will do within each Learning
Module/Segment/Lesson Plan (*Artifacts of
activities for your design package – Part 2)
If your group consists of four people:
You will create an instruction or training composed of at least
four topics (each topic is to accomplish one cluster of learning
objectives).

One Instruction/Training
Overall
Topic Area Objectives

Sub-topic 1 Sub-topic 2 Sub-topic 3 Sub-topic 4

A cluster of A cluster of A cluster of A cluster of
objectives objectives objectives objectives

Tom JJ Cai Harper

 Example 1 Instructional/Training TOPIC
New Teacher Training in Early Childhood Education
Agency

Overall Goal: After completing the training, teaching staff

will be able to manage difficult conversations in the
workplace, interact with children using developmentally
appropriate child guidance techniques and apply
responsive feeding techniques during the meal/snack times

SUB-TOPIC 1 SUB-TOPIC 2: SUB-TOPIC 3:

Rosa Barry Dee

Managing difficult Child guidance Responsive feeding

conversations techniques techniques
 Instructional Design Project Group Meeting

Have you reached out and connected with your group members
this week? We need to know!

All Group Members, please complete the following survey in

Week 3 before Thursday, September 8th so we can finalize any
adjustments needed to members of a group:

https://forms.office.com/r/Bvas9ebFqF

Begin working together on IDA 1 & 2!

Get the most out of your Groupwork!

• Communication/Collaboration is important to your group’s

success!
• Communicate regularly!
• Meet outside of class time.
• Set project deadlines!
• Determine a Leader for your group – or rotate.
• When missing a class, inform the instructor, TAs and your
group members!
• Thank you for sharing your google doc

• Looking forward to reviewing your ID Project topics!

Case study Discussions Begin Week 3
• As a Group*, You will review 4 case scenarios then
choose 1 case of your choice to submit a written Action
Plan using the prompts (e.g., rationale, proposed
actions, resources. Due week 7
*May be an individual assignment with instructor approval.
• Each scenario is posted in Weeks 3, 4, 5, & 6 and can be
found in the course resources section.
• Group in-class discussions each week starting week 3.
Come prepared to engage with your group members!
Week 3: Case Study Scenario #1: Analysis
• Analysis for new training and development for project
managers
To do for week 2
Review Module Week 2 Readings, Videos, and Assignments

ePortfolio: Explore Adobe Express Complete Welcome Page: Due Sunday,

tutorials and construct your Welcome September 3rd 5:00pm CST
Page
Complete Graded Discussion Prompt Complete Welcome Page: Due Sunday,
#2: Learning Theory September 3rd 5:00pm CST
Review Major Assignment Discuss ID Topic ideas with your group
Information and IDA #1 – Meet with Decide on YOUR Group Topic quickly!
your group!
Complete Week 2 Participation Quiz Submit by Due Sunday, September 3rd
after class 5:00pm CST
Next up for Week 3: Ramping up!
Analysis Read: Smith & Ragan Chapters 2-3 and
other required readings
Watch: Videos for module 3
Review Case Study Scenario #1 Prepare for in-class group discussion

ePortfolio: construct your About Me Complete About Me Page: Due Sunday,

Page September 10 5:00pm CST
Complete Week 2 Group Meeting & Submit by Sunday, September 10th
ID Project Topic Survey 5:00pm CST
Begin work on IDA #1 and IDA #2 IDA 1 & 2 Due Week 4, Thursday,
September 17th!
 Participation code: 1867

University of Illinois Urbana-Champaign

Founded in 1867
Group meeting
• Discuss project topic and IDA 1
• If you have not done so, create a google doc for
your ID project and share the link with us
([email protected]) & ([email protected])
Q&A