Sample Final Project

INTRODUCTION
The request for this project was to develop an ISD class for CSI. I used the ADDIE model to develop the course which I have described below. I also used the Backward Design model to develop the conferences and assignment for the participants.
Course Development using ADDIE model

• Analysis phase: Using the ADDIE model, the analysis phase was based on client goals and information gathered at initial meeting (see sponsor request bullets in proposal).
• Analyzed client needs
• Analyzed participants prior knowledge, skills, and understanding of ISD
• Conducted some initial research on ISD courses
• Developed a proposal

• Development phase: Determined the course structure within the limitations established by the client which included time limit, sponsor outcomes, participant knowledge, participant engagement, goals for the course.
• developed practical and outcomes for course (course goals, objectives, etc.)
• chose topics, related content and approprate / practical discussions to meet course goals
• developed final assignment to meet client goals and participant needs

• Design phase: Researched materials, ISD tutorials and courses.
• designed and organized content
• designed conferences to meet participant needs (engaging, interesting, practical, challenging) and client outcome (participants learn how to use ISD in their CSI work)
• developed transitions from one source of content to another
• developed proposal
Proposal: Taking into consideration the sponsor request, participant needs and project goals and outcomes, I developed a proposal using the following template to submit ideas and to use for talking points in the face-to-face meeting with the client. This template assisted me in explaning my ideas for the different phases of the project, provided a visual for my client, and to ensure we were on the same page. This template also assisted in determing the timeframe to develop the course.

Stakeholders	Sponsor: Kathleen Puckett, CSI Director Designer: Linda Smelser SMEs: KPF, GG, LSS Participants: CSI staff
Sponsor request	Design course for CSI staff to understand how to use ISD principles in their daily job duties Two week course (max: 16 hrs) Course design provides ability to bypass content if participants have prior knowledge Design final assignment that relates to job Design outcome of assignment that demonstrates participants' understanding of ISD components / principles / theory
Audience analysis / needs	High level understanding of instructional technology / technology design ISD course content needs to relate to job duties Understanding of basic ISD Understanding of how to use ISD models and principles in job related tasks and projects Demonstrate the use of basic ISD components
Course	Introduction - The Center for Support of Instruction (CSI) Instructional System Development (ISD) course provides participants an opportunity to gain understanding of ISD principles and theory as it relates to their role as CSI staff. The ISD model can be utilized as a systematic approach for CSI projects and client needs for consultation. CSI staffers will learn the basic ISD components consisting of assessment, design, development, implementation and evaluation and how to use these components in their daily job tasks. Goals / objectives - Upon successful completion of this course, participants will have accomplished the following: Understand ISD principles and theory Understand the purpose of ISD and how to use the components in their daily job tasks Complete a job related assignment that demonstrates knowledge of ISD Conference Ideas - Intro to ISD ISD Overview Purpose of ISD Principles and Theory ISD Models How to use ISD Case studies Examples of ISD templates: reports using ISD principles for client services, consulting, project design, etc. How to write reports using ISD principles Assignment (see below)
Outcomes and evals	Final Assignment Idea Goal: to demo understanding of ISD principles and theory Related to job duties (i.e. current or past project) Assignment Idea: Participants will use an ISD model (of their choice) to critique a current or past project. (For a current project, this will help them strategize; for a past project this exercise will help with lessons learned / improvements.) Participants will be asked to use an ISD template (use an example provided in the course, or develop their own) to complete their assignment Develop assignment as a though it were a deliverable for their client / sponsor / boss Student evaluations Participant eval of course Participant eval of instructor
Course design	Can be completed within 2 weeks (16 – 25 hrs) Each module provides activity and/or discussion with instructor and classmates Ability to navigate to related course material / skip prior knowledge materials
Course delivery	Instructor facilitated Interactive online discussion questions Hybrid WT / Online modules and conferences F2F for final assignment delivery
Resources	Selected readings per module for further study / clarification ISD From the Ground Up (free and online) Templates Free ISD courses available online

 

3)   Design phase (con’t)
• organized materials in WT

4)   Evaluation phase: An evaluation was also done by client at the time of the proposal.
• editor’s review for content, design, feedback, etc.
• clients review to determine outcomes are met
• student evals of the course
• Implementation phase: Implementation will happen after the changes have been made based on the feedback (#4).
• course in session
• course completed
• improvements made based on participant feedback
SUMMARY / CRITIQUE I found using an ISD model to develop the class extremely helpful in all phases of the project. The template that I created was based on the initial meeting with the client helped me stay on task and determine the focus and direction for each part of the project. As stated above, the template was also helpful when I met with the client to explain the step-by-step proposal for how I would approach and develop the course, and how the outcomes would be met. As I was considering how to approach the content and outcomes / goals with the participants in mind, I ended up using the Backward Design model (1: Identify Desired Results; 2: Determine Acceptable Evidence of Learning; 3: Design Learning Experiences & Instruction). This was very helpful, especially in the case of creating a course for my colleagues, where I wanted to ensure that the design for discussions and the final assignment would be challenging and practical. LESSONS LEARNED The information below is my list of lessons learned from working with the editors. I will have more to add to this area after my clients review the course, and my colleagues actually take the course. Having editors working with me helped me to consider ways to develop a much better product. I thought I had everything covered because I’m so familiar with the material, but with the help of editors, realized I needed to make some obvious changes. Well, obvious when they were pointed out to me. Having someone review from a student perspective and someone who is not as familiar with the content is extremely beneficial. The editors helped me to discover changes that have added value and quality to the content and navigation of the course. The following are some changes I made:
• Add transitional / informational text that directs readers on the purpose of and how to use course content.
• Add narrative about the course and its design.
• Be more specific with instructions.
• Originally, the course was going to be P / F without adding percentages to conferences and project. It was suggested that percentages, especially for the conferences, would help to motivate people to participate.