Instructional Plan and

Presentation
DANIEL HURT
CUR/516
MAY 22, 2016
KEITH BENNETT

Introduction and Overview

Additional learning activity in HUM/115 week 3

Phases of instructional plan

Phase 1

Phase 2

Phase 3

Phase 4

Seeking feedback and approval

Agreement on project milestones and launch dates

Phase 1- Activity Description

Credible Sources- Finding and Using

Narrative course descriptions help align outcomes for the learning

Activity description:

This module provides an introduction to the skill of locating and using

credible sources in both academic and professional settings.
Evaluating the characteristics of a credible source, finding and
identifying primary sources, using peer reviewed resources, and
incorporating information from credible sources into a formal paper are
key points in the module. Students will explore the University Library,
locate peer reviewed articles, and incorporate credible information into
a position paper that will be due at the end of the week.

Phase 1- Activity Audience and

Modality

Audience analysis

First year sequence students

HUM/115 course

Underprepared students

Modality

Mainly online

Could be used on ground if opportunity arises

508 compliant

30 to 60 minutes in length

Phase 1- Learning Goals

Final step in phase 1 is developing the learning goals

Learning goals for this course:

Locate and identify credible sources using the University Library.

Define a primary source.

Locate and define a peer reviewed article.

Incorporate information from at least two credible sources into a

position paper

Phase 2- Activity Objectives

ABCD Methodology

Blooms Taxonomy

Activity Objectives:

The student will express what makes a source credible in an academic

environment as measured by participation responses. (Comprehension)

The student will identify primary sources by using the University Library
as measured by a self-administered quiz. (Comprehension)

The student will located and identify peer reviewed sources by

searching the University Library and using a peer reviewed source in a
participation post. (Comprehension)

The student will incorporate at least two credible sources into a

formally written paper due at the end of the week. (Application)

Phase 2- Performance Based

Objectives

Project based vs. performance based objectives

Appropriate for audience and project

Critical thinking skills more performance based

Objectives for this activity are performance based

Aligns to course goals and strategy

Phase 2- Instructional Strategies

and Technology

Example types of instructional

strategies:

Lecture

Discussion

Case study

Labs

Strategies used for this module:

Independent study

Experiential learning

Interactive learning

Technology

Module is fitting into an existing

asynchronous online course

No additional higher end

technology needed

Will be developed using

PowerPoint

Will need to be 508 compliant

Phase 3- Collaboration

Most projects are collaborative

Necessary project team members:

Instructor (me)

Existing course text books

HUM/115 curriculum development team

508 compliance team

Phase 3- Proposed Timeline

Timeline

June 1- approvals given and project starts

June 15- draft of module to curriculum development team

June 22- feedback provided from curriculum development team

June 25- feedback incorporated and resubmitted

June 30- final approval from curriculum development team

July 1- submit to 508 Compliance team

July 8- feedback provided from 508 Compliance team

July 11- feedback incorporated and resubmitted

July 15- final approval

July 16- launch of module

Phase 3- Resources and

Implementation

Resources needed include

Existing course text books

508 compliance training

PowerPoint

Existing HUM/115 course

Implementation

Added as optional activity in

week 3 of HUM/115

Communicated through online

classroom

Description added to weekly

introduction note

First message for activity added

with discussion encouraged

Discussions are available for

participation credit

Phase 3- Formative Assessment

Formative vs. summative assessment

Module to include a formative assessment, and is in support of

the summative assessment from week 3

Self administered quiz

Point of View assignment

Phase 4- Alignment
Goals
Locate and identify credible
sources using the University
Library.
Define a primary source.
Locate and define a peer
reviewed article.
Incorporate information from
at least two credible sources
into a position paper

Objectives
The student will express what
makes a source credible in an
academic environment as
measured by participation
responses.
The student will identify primary
sources by using the University
Library as measured by a selfadministered quiz.
The student will located and
identify peer reviewed sources by
searching the University Library
and using a peer reviewed source
in a participation post.
The student will incorporate at
least two credible sources into a
formally written paper due at the
end of the week.

Assignments

Self administered quiz

inside of newly developed
module

Week 3 Point of View

assignment

Phase 4- Evaluation

Level 1- learner reaction

Level 2- summative assessment scores

Level 3- behavior change (not used)

Level 4- results (not used)

This module will include Level 1 and 2

Level 3 and 4 could be added later, pending data analysis

Phase 4- Data Usage

Discussion quality

Measured by number of substantive posts per week in the discussion

area

Feedback provided by students incorporated into module

Number and type of clarifying questions

Student reactions measured by discussion comments

Student understanding, measured by grades, incorporated into

presentation

6 month reviews by curriculum team and 508 team for continued

compliance

Summary

4 phases of development

Development plan complete

Seeking approval:

Module goals

Module objectives

Project team assembly

Timeline

6 month review

Questions?

References
Adams, N. E. (2015). Bloom's taxonomy of cognitive learning objectives.Journal of the
Medical Library Association,103(3), 152-153. Retrieved from http://
search.proquest.com/docview/1705546386?accountid=458
Instructional strategies.(2015).Retrieved from
http://www.cmu.edu/teaching/designteach/design/instructionalstrategies /
Tan, K., & Newman, E. (2013). The evaluation of sales force training in retail
organizations: A test of kirkpatrick's four-level model.International Journal of
Management,30(2), 692-703. Retrieved from
http://search.proquest.com/docview/1367069016?accountid=458
Techniques & methods for writing objectives & performance outcomes.(2012).Retrieved
from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/objective_formats.htm