Educational Report ETEC 5243 1

Running head: EDUCATIONAL REPORT ETEC 5243

Educational Report
ETEC 5243
Instructional Design
ID Model Paper
Tamla Heminger
University of Arkansas
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Abstract

This project was the culmination of activities and assignments that were completed
throughout the fall 2013 semester at the University of Arkansas. The project included
two parts. First was to develop an instructional design model and then demonstrate
the ability to utilize that design model to develop a lesson based on it. This
instructional design model was created for developing an online distance learning
course for a medical education program. The instructional design model is based on
the learning theories of behaviorism and adult learning theory. The model has a three
phase design that includes the steps analyze, generate, and evaluate that can be used
to guide the creation of instructional material for a medical education program in an
online format. These three phases crease the acronym: AGE. This paper describes
the connection between the ETEC learning standards and the AGE model and the
lesson that were created using it.
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Project Description

The artifact that is the focus of this educational report is final project that
was submitted for ETEC 5243. This project involved creating an instructional design
model by correlating it with instructional design theory and then using the model to
design instruction in the form of a lesson. This artifact was completed by first
researching and understanding the theories of behaviorism and adult learning theory.
In order to understand how learners will most benefit from the instruction
designed for them; the instructional designer must first develop an understanding of
how these individuals learn. Often, medical programs (specifically allied health
medical programs) are filled by non-traditional adult learners. Malcolm Knowles has
identified six characteristics of adult learners (Knowles, Elwood, & Swanson, 2005).
These include:

Adult learners are internally motivated and self-directed.
Adult learners bring life experiences and knowledge to learning experiences.
Adults learners are goal oriented.
Adults are relevancy oriented and need to understand why they are learning
something.
Adults are practical.
Adult learners like to be respected.

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Along with understanding how adults learn, the instructional designer will
be more capable of designing appropriate instruction by relating what he knows about
adult learners with the appropriate theory of learning. One theory appropriate to these
learning situations is behaviorism. From the behaviorist perspective, the human
mind is malleable, capable of being shaped and formed into producing desired
responses and behaviors if specific conditions and circumstances are accounted for
and controlled (Brown & Green, 2011, p. 26). Some theorists describe behaviorism
theory as that which is based on observable behavior and able to be measured
(Mergel, 1998). As a science based career, medical programs deal primarily with
objective data, specific behaviors, and things that be observed and measured. This
type of coursework coincides well with behaviorist theory.
Once an instructional designer understands the learning theories with which
to base his design on, he will decide on a system or model to guide the process of
creating the instruction. Brown and Green stated, A number of models have been
developed to help explain the processes of instruction as well as the process of
designing and developing materials for instruction (Brown & Green, 2011, p. 3).
Increasingly, technology and the online format is being utilized to enhance these
medical education programming. Using this information I created the AGE model for
instructional design.




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AGE Model: Analyze, Generate, Evaluate

Phase 1--Analyze
The analysis phase of this instructional design model includes determining
what needs of the learning that the instruction will fill as well as developing an
understanding of the learners targeted and the environment that the instruction is to
take place. This step includes completing a needs analysis, task analysis, and learner
analysis. In the needs analysis, the instructional designer will determine important
aspects of the learning environment. Brown and Green describes this step as
determining the change that is expected to occur in learning as well as the different
variables surrounding this change (2011, p. 41). They go on to say that these
variables include identifying the desired change, who wants the change, and in what
environment this change should occur (Brown and Green, 2011, p. 41). Next they
assess the learners themselves.
There are many different ways to assess the learners. One such method is
based on the work of Smaldino, Lowther, and Russell (2008) who indicate that the
learner analysis should focus on target audience general characteristics, entry
competencies and learning styles. This information is used to determine what
previous leaning the students have as well as a sampling of previous experience that
the students will bring with them to class. Last in the analysis phase is to complete a
task analysis. Task analysis is the portion of the analysis phase that provides
information about the content of the learning that will be required by the learners in
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order to determine the basis for the instruction being developed (Brown & Green,
2011, p. 57).

Phase 2Generate
In the generate phase of this instructional design model, the designer will
use the information gained from the analysis phase to create the actual instruction to
be used and put these into use. In order to design instruction based on an adult
learning model, the instructional designer will need to determine the scope and
sequence of the material to be presented and determine the materials needed to
complete the learning in an online format. Additionally, the instructional designer
will generate lesson plans, instructional goals, instructional techniques, teaching
materials, and objective methods of assessment of student progress and success with
learning/instructional goals. Instructional goals designed on a behavioral theory are
often established using the ABCD mnemonic (Schwier, 1998).

A-Audiencethe student
B-Behavioranswer correctly
C-Conditionafter having completed the unit, on a post test
D-Degree90% correct

Anderson (2009, pp. 46-47) determined four Implication for Online
Learning specific to behaviorist theory. These thoughts can be utilized as well to
help guide the development of the instruction completed in the generate phase.
Andersons four are as follows:
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1. Learners should be told the explicit outcomes of the learning so they can set
expectations and judge for themselves whether or not they have achieved the
outcome of the online lesson.
2. Learners must be tested to determine whether or not they achieved the
learning outcomes. Online testing or other forms of testing and assessment
should be integrated into the learning sequence to check individual learners
achievement level and provide appropriate feedback.
3. The learning materials must be sequenced appropriately to promote learning.
The sequencing could take the form of simple to complex, known to
unknown, and knowledge to application. This step especially is appropriate
for instruction in medical programs as most require a transition from theory to
experiential learning for application of knowledge.
4. Learners must be provided with feedback so that can monitor how they are
doing and take corrective action if required.

Upon completion of the instructional materials, often the instructional
designer will present this information to a focus group and complete beta testing of
the design. This is a form of formative evaluation. If this testing determines
weaknesses that can be addressed the model cycle will revert to the analysis phase for
a re-analysis of needs, tasks, or learners as appropriate to determine what can be
improved and will then go back to the generate phase to create what is needed to meet
the needs of the instructional design. Once the design has been refined it is now time
to implement the program and begin using the instruction.



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Phase 3--Evaluate
As part of the previous phase, after the instructional designer has determined
goals and objectives and has organized the instructional environment and activities,
he will determine how to measure the learners development and how to evaluate the
success of the instructional design (Brown & Green, 2011, p. 135). The final phase
of the AGE model is to complete this evaluation process. Three evaluation types are
utilized to complete this process: learner evaluation, formative evaluation, and
summative evaluation (Brown & Green, 2011, p. 137). Brown & Green state, An
experienced instructional designer has a solid understanding of all three evaluation
types and the techniques associated with each and is capable of designing and
conducting evaluations using all three (2011, p. 137). Examples of learner
evaluation that are appropriate for adult learners in a medical program based on the
behaviorist theory include skill competency check-offs, direct testing, completion of
portfolios, and the use of rubrics.
Formative evaluations are completed throughout the generate phase and are
described as part of phase 2. The final evaluation type completed in phase 3 is the
summative evaluation. The summative evaluation is designed to assess the
effectiveness of the program in meeting the learning objectives. The various
instruments used to collect the data for a summative evaluation are questionnaires,
surveys, interviews, observations, and testing. The model or methodology used to
gather the data should be a specified step-by-step procedure. It should be carefully
designed and executed to ensure the data is accurate and valid (Performance Learning
Leadership Knowledge). Evaluations based on a behaviorist theory will be objective
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and specific. These evaluations will be utilized to assess both the success of the
learner as well as the program itself. Once the evaluation data has been analyzed the
model will revert to the Analysis phase of the AGE model to re-assess any areas
identified in the evaluation that needs to be revised to ensure greater success with the
ongoing educational program.
Increasingly, medical education includes the use of technology with their
instructional programs including instruction offered in an online format. This leaning
is now created in the context of their learning needs for their history, present, and
future. The AGE model allows for those needs to be met.


Program Identification

Design

Substandard 1.1: Demonstrate ability to identify differing instructional models of design.
In the supporting explanations from the AETC website, the importance of
process as opposed to product is emphasized in ISD. This process of designing a
model begins with the review of currently utilized models as a base. I had to first
become familiar with established models in order to progress the development and
establishment of my own. An example of an established design model that I
reviewed and contrasted is the Hannafin Peck Design Model.
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The Hannafin Peck design model uses three phases to design instruction as
well. In phase one, a needs assessment is completed. Needs assessment usually
includes determining the objectives of the learning, defining a target audience and
determining the learning environment. Phase two follows and is called the design
phase. During this phase the design of the program is determined based on the needs
analysis. Design phase usually includes setting specific goals, creating a strategy and
thinking of new ideas. The final stage is the development/implement phase. This
involves how the program will be created and instituted. This program is unique in
that each stage has a part in evaluation and revision, so that evaluation and revision is
a continual process. This uniqueness is how it differs from the AGE model that I
created.

Substandard 1.2: Demonstrate ability to integrate into practice multiple instructional
strategies.
Instructional strategies are specifications for selecting and sequencing
events and activities within a lesson (Seels & Richey, 1994, p. 31). Instructional
strategies can be further defined as all approaches that an instructor takes to actively
engage students in learning. For the second part of this this project I created a lesson
using the AGE model. For this lesson, the instructional strategies used included
activating previous knowledge, data gathering and research, and summary writing.
For this lesson, students must begin by reviewing material they were previously
exposed to about the OTA curriculum and mission. They are required to review not
only the mission of the OTA program but they must then complete a data gathering
project and research in order to locate the mission of the organizations that govern the
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practice of Occupational Therapy. Next they must complete a summary writing task
in their own words about the missions they found and include a comment of how
these organizations are important to the profession.

Substandard 1.3: Demonstrate ability to identify and create instruction for various learning
styles
When discussing leaning styles, you are generally talking about what type of
learner your student is. Typically this is: visual learners, auditory learners, and
kinesthetic learners. The lesson that I created using the AGE model is designed to be
beneficial to students demonstrating a variety of these characteristics. First for visual
learners, both electronic print as well as paper print copy is available. This
assignment requires students to access material on the Web. A lot of the articles are
available for screen review as well as download and print. This allows students to
review the information in the manner that is most beneficial to them. Kinesthetic
learners learn by doing. For the second part of the lesson created with the AGE
model students create actual pages that can be used in a portfolio at a later time.
When creating the pages for their portfolio, students must be physically engaged in
the learning process by gathering material to be included on the page, as well as they
must physically work with supplies (colored pencils for drawing, scissors, and paper)
and/or a key board in order to complete the learning task. By requiring students to
read, integrate, and produce a product (such as the personal vision, personal mission,
and professional mission statements) their needs of kinesthetic learners can be met as
well.

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Substandard 1.4: Demonstrate the ability to use appropriate delivery methods for
instruction.
The first step in the AGE model for instructional design is the assessment of
your learners. During this phase you determine who and what your learners are as
well as where and how they will access the instruction. By taking these attributes into
account you can ensure that the delivery method of instruction is appropriate to your
learners.
The AGE model is developed for designing instruction for students in
medical education program. While completing the assessment portion we determined
that the users of the lesson would be occupational therapy assistant students attending
a community college in Arkansas. These students are a combination of traditional
and non-traditional college students. All have some degree of computer knowledge
and have had some instruction in the use of a learning management system. This
lesson is designed to operate within a learning management system (Blackboard) and
be part of a distance learning course student complete when off campus. These
students will benefit from the asynchronous, distance learning aspect of delivery.

Development


Substandard 2.1: Demonstrate the appropriate use of print material in order to enhance the
learning process.

For the completion of the lesson designed using the AGE model, students
must gain an understanding of the missions of the various agencies that support and
govern the OTA program at UA Cossatot as well as the profession of occupational
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therapy itself. They must access this information from a variety of sources. One of
these sources is the OTA Program Mission and Objectives statement that is located in
their OTA Student Manual. This manual is one that I created and is given to students
during orientation. By having access to the written document students have the
opportunity to review, re-read, and reference the material as often as needed in order
to assimilate the information. Additionally, most of the state licensure boards utilize
PDF copies linked on their websites for students to print out to review.

Evaluation


Substandard 5.1: Demonstrate ability to use both formative and summative strategies to
evaluate the quality of instruction.
The goal of formative assessment is to monitor learning and provide
feedback in order to allow the designer or instructor to make adjustments to their
design and or instruction as needed. With this artifact, formative assessment was
completed during the design process through an instructor and peer review process.
Initially, the material is submitted to instructors for review and feedback thus
allowing me to make revisions to improve quality. Additionally for the peer review
process, a classmate reviewed my ID model and the lesson I created and offered
suggestions for improvement. This included a usability study created to assess the
effectiveness of the instruction during the design phase. These formative reviews
allowed for improving my designs to promote quality instruction.
Another way to look at formative assessment is from the aspect of student
evaluation of performance. Evaluation of student performance and grading is built
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into lesson I designed. These assessment tools allow for an evaluation of student
performance. This information is usable when designing and revising instruction.
Examples of types of performance evaluation that I used are grading according to
rubrics (for the creation of the personal and professional mission statement pages) as
well as well as a gradable summary project. By tracking student progress with their
assignments, a designer can determine what is working and what is not.

Substandard 5.2: Demonstrate ability to identify and implement appropriate learning
measurements or assessment instruments.
Assessment is utilized in the lesson I created using the AGE model in order
to determine success and learning. Assessment for this lesson includes a gradable
summary writing assignment and a rubric for the mission statement page assignment.
The students using the lessons created using the AGE model are varied. Their
characteristics include being traditional as well as non-traditional students, students
out of high and others returning for a second career and all with differencing
backgrounds and home lives. Additionally, as student in a medical educational
program tend to respond well to structured learning activities such as rubrics. As all
students are different, having different ways to demonstrate their learning gives them
a better shot of ensuring their strengths are highlighted.


Substandard 5.3: Demonstrate ability to develop an assessment plan to show evidence of an
instructional problem or opportunity for organizational growth.
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The first phase of this model is to Analyze. For this process I looked at a
needs analysis, task analysis and learner analysis. I determined that the students this
module is designed for are second year Occupational Therapy Assistant students at a
two-year community college. During the second year of the OTA program, students
will complete a rotation of onsite clinical education. While this is occurring, students
will complete an online course designed to prepare them to transition from student to
medical professional. This includes learning about the regulatory bodies that support
the occupational therapy profession as well as culminates with the development of a
professional portfolio. The information included in this course is designed to meet
regulatory standards that are presented from the Accreditation Council for
Occupational Therapy Education (ACOTE). Course and module objectives are
specifically created with these standards in mind. ACOTE has regulatory standards
that must be met throughout the educational program of OTA students prior to the
completion of the Associates Degree. It is up to the program to determine how these
standards will be met, in what sequence they will taught and which standard will be
addressed in which course. In order to complete that analysis phase of the design
model, all of the standards that are required by ACOTE are reviewed to ensure which
standards are needed to be covered in this course as well as that which be covered in
this specific module. This presented a problem with using the AGE model to create
this instruction. The learner analysis and task analysis had to be completed prior to
the development of the entire course. (which in fact is actually created prior to the
development of the entire OTA program).

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Educational Reflection

Overall, I learned a lot in this class and completing this project. It really
helped me to re-enforce the need to move through the design process itself to
complete a project rather than just jump right in and start designing. The ADDIE
model and the AGE model that I created both start with assessment and following the
completion of this project I see how important that is.
After studying different learning theories and models for instructional design, I have
found that I understand why the ADDIE model is the most common and commonly
used. It seems like it really is appropriate for most of the design projects I have done
so far.
When I started the grad program I knew that my goal was to learn to create
instruction for my students. It gave me a real focus throughout most of these courses
(this one included). I was able to focus my attention on the things that would help
with the instruction for my job. An example of that focus is the lesson that I created
for this course. Looking at it now it seems so much more basic than what I created
this semester. I like that I was able to take what I started in this course and later
develop it further as my skill has grown with instructional design and technology.