Apply Instructional Design Principles Sub-Competencies

Identifies and analyzes learning and performance problems

Design, plans, and develops instructional interventions using appropriate strategies and
techniques
Develops an evaluation plan for a project based on stated goals and recognized standards
Identifies and analyzes learning and performance problems

To demonstrate competency in identifying and analyzing learning and performance

problems I have chosen to use my analysis of the Lindsey Jenkins case for EDCI 672. In my
analysis for this case I was able to identify the learning problem of the students not engaging
with their professors and classmates in online course discussions, thus leading to the critical
thinking skills that were necessary for the students to score well on the National Council
Licensure Examination. This, in turn, led to the performance problem of the students scores on
the exam being lower than usual. In the case, the school administrators wanted to incorporate
case-based learning into the classes in an effort to increase critical thinking skills and boost the
students satisfaction with the quality of their education. As part of my analysis of these
problems I was able to see that, while the instructors intentions were to provide the a good
learning environment for the students, they lacked experience in creating cases for case-based
learning, effectively facilitating online discussion, and the time needed to develop the cases and
properly prepare for meaning discussion in the online environment. Therefore I suggested that
Lindsey write cases for the instructors based on experiences that they shared with her and that
she also provide them with some discussion prompts that will push the discussion forward in the
online forum.
Design, plans, and develops instructional interventions using appropriate strategies and techniques
Develops an evaluation plan for a project based on stated goals and recognized standards

To demonstrate competency in designing, planning, and developing instructional

interventions using appropriate strategies and techniques I have chosen to reference my Group
Portfolio Project for EDCI 572. This Project will also be used to demonstrate competence in
developing an evaluation plan based on stated goals and recognized standards. For the Group
Portfolio Project, Emily Blair, Bill Blaine, Nicole Rongo, and I designed, planned, and
developed a one-hour rsum writing skills workshop. As a project team, we developed an
instructional goal, objectives, and task analysis for this workshop. Learner analysis was
conducted to gain understanding of the existing skills and prior knowledge of those who would
be participating in the workshop. The project team was also able to learn about participant
learning preferences from the survey provided, allowing us to determine the best method of
delivery for this workshop.
Equipped with information about our learners and clear learning objectives and goals, we
started designing the workshop. We charted out the main steps and subordinate skills required to
meet that main step for our instructional goal, and the objective and test item of each step. An
example of this is shown below:
Main Step in Instructional
Goal

Objective

Test Item

5. Write education section of

rsum.

5. Given the job

responsibilities and required
skills listed in the job posting,
participants will detail their
relevant education history,
including school name, majors,
degrees earned, GPA if above
3.0, and any special academic
performance recognition. This
section may also include
workshops or other non-degree
related education that is

Using the guidelines given in

the workshop, list your
relevant education and training
history in your final rsum
document under the
appropriate section.

relevant to the chosen job

posting.
Subordinate Skills

Objective

Test Item

5.2. Differentiate between

effective vs. ineffective
educational rsum section
examples based on given
guidelines.

5.2. Given the requirements

listed in the chosen job
posting, participants will
choose their most relevant
education and/or training
experiences.

Discuss why each listed

education or training
experience is relevant or
irrelevant to the job posting
with the workshop facilitator.
Mark relevant education and
training history from the
Rsum Writing Information
Form with a checkmark in
the appropriate column.

We designed our instructional strategy plan, placed objectives in sequence and clusters, and
determined how the content would be presented, how students would be grouped, media that
would be used and how students would participate for each cluster of objectives.
After this, content was developed for the workshop. The content developed included an
instructors agenda; PowerPoint presentation; pre-workshop email; Rsum Writing Information
Form; Rsum Rubric by which instructors conducted assessments of participants rsums
before attending the workshop and after; and a Rsum Writing Workshop Workbook for the
participants to use during the workshop.
Each of the Group Project members implemented the workshop with a small group of
learners, either in person or across platforms such as Adobe Connect and AnyMeeting.
Following the workshop, formative evaluation was completed by the participants using a simple
evaluation form. From these evaluations, the instructors gathered that, for this content, keeping
the class size small was critical so that close attention and assistance could be provided to each
participant in working through their rsums. Through the evaluations we also learned that the

time allotted (60) minutes was not sufficient to thoroughly cover the content and have learners
complete a revised rsum, the objective of the workshop.
This project, though time consuming and tedious, helped me understand how to work
through the entire ADDIE process, the detail required in crafting learning and performance
objectives, as well as the importance of making sure all activities connect to a learning objective.
This not only keeps the instructor on task with the purpose of the session, but also makes sure
that everything that is done as a purpose that, in the end, benefits the learner.