Evaluating a Scholarly Journal Article Instructional Module
For the 613 Group Project "each team will design and develop the prototype of a print-based self-instructional module that covers approximately 30 minutes of instruction. The purpose of the final design project is for students to demonstrate skills in planning and executing: a) instructional analysis; b) design plans; c) instructional development; and d) formative evaluation."
This was a long, involved project with an ongoing problem with one member that was fortunately offset with fantastic teamwork and extra effort by the other members.
The Content Analysis Report (.pdf) was our blueprint to create the Instructional Module Prototype (.pdf). After we created the prototype, we were each required to test the module by conducting a one-on-one formative evaluation with a volunteer guinea pig, er, subject. At the end of the semester we provided a brief PowerPoint Presentation (.pdf version) to our instructor and classmates about our project, including the results of our tests. Overall, we received positive responses to our module.
This project began from an idea explored in an earlier assignment by one team member to show undergraduate students how to distinguish between scholarly journals and popular magazines. As our group learned about and struggled through creating a hierarchy chart, writing performance objectives, applying Gagne's Nine Events, and deciding on information presentation, examples and non-examples, and test questions, several of the comments made by others were helpful.
Feedback
Feedback from the instructors ("Your intro could be more clearly written....give an overview of the module as if you're doing the whole module") prompted us to create a more in-depth beginning to our module, which resulted in a much stronger product.
Peer feedback that we integrated into our final product included:
The changes in our module's Table of Contents from first draft to final version show how we incorporated these suggestions:
Draft ToC: Final ToC:
Introduction Introduction
Pre-Test Pre-Test: Let’s Find Out What You Know
Pre-Test Feedback Pre-Test Feedback
Module Introduction Module: Let’s Learn!
Abstract Ingredient #1–Abstract
Citation List Ingredient #2–Citation List
Methods Ingredient #3–Methods
Literature Review Ingredient #4–Literature Review
Determine Format Combine Ingredients: Determine Format
Post-Test Post-Test: Let’s Find Out What You Learned
Post-Test Feedback Post-Test Feedback
Conclusion Conclusion
AECT Standards
1.1 Instructional Systems Design (ISD)
1.1.1 Analyzing: process of defining what is to be learned and the context in which it is to be learned.
1.1.2 Designing: process of specifying how it is to be learned.
1.1.3 Developing: process of authoring and producing the instructional materials.
1.1.4 Implementing: actually using the materials and strategies in context.
1.1.5 Evaluating: process of determining the adequacy of the instruction.
1.2 Message Design
1.3 Instructional Strategies
1.4 Learner Characteristics
2.1 Print Technologies
3.1 Media Utilization
3.2 Diffusion of Innovations
3.3 Implementation
4.1 Project Management
4.2 Resource Management
4.3 Delivery System Management
4.4 Information Management
5.3 Formative and Summative Evaluation
This was a long, involved project with an ongoing problem with one member that was fortunately offset with fantastic teamwork and extra effort by the other members.
The Content Analysis Report (.pdf) was our blueprint to create the Instructional Module Prototype (.pdf). After we created the prototype, we were each required to test the module by conducting a one-on-one formative evaluation with a volunteer guinea pig, er, subject. At the end of the semester we provided a brief PowerPoint Presentation (.pdf version) to our instructor and classmates about our project, including the results of our tests. Overall, we received positive responses to our module.
This project began from an idea explored in an earlier assignment by one team member to show undergraduate students how to distinguish between scholarly journals and popular magazines. As our group learned about and struggled through creating a hierarchy chart, writing performance objectives, applying Gagne's Nine Events, and deciding on information presentation, examples and non-examples, and test questions, several of the comments made by others were helpful.
Feedback
Feedback from the instructors ("Your intro could be more clearly written....give an overview of the module as if you're doing the whole module") prompted us to create a more in-depth beginning to our module, which resulted in a much stronger product.
Peer feedback that we integrated into our final product included:
- "...rather than just a general food theme, what about a recipe for something with 4 ingredients or 4 distinct steps?"
- "Perhaps you can turn the "determine format" into a conclusion of sorts, putting it all together, giving an example and non examples of scholarly publications."
The changes in our module's Table of Contents from first draft to final version show how we incorporated these suggestions:
Draft ToC: Final ToC:
Introduction Introduction
Pre-Test Pre-Test: Let’s Find Out What You Know
Pre-Test Feedback Pre-Test Feedback
Module Introduction Module: Let’s Learn!
Abstract Ingredient #1–Abstract
Citation List Ingredient #2–Citation List
Methods Ingredient #3–Methods
Literature Review Ingredient #4–Literature Review
Determine Format Combine Ingredients: Determine Format
Post-Test Post-Test: Let’s Find Out What You Learned
Post-Test Feedback Post-Test Feedback
Conclusion Conclusion
AECT Standards
1.1 Instructional Systems Design (ISD)
1.1.1 Analyzing: process of defining what is to be learned and the context in which it is to be learned.
1.1.2 Designing: process of specifying how it is to be learned.
1.1.3 Developing: process of authoring and producing the instructional materials.
1.1.4 Implementing: actually using the materials and strategies in context.
1.1.5 Evaluating: process of determining the adequacy of the instruction.
1.2 Message Design
1.3 Instructional Strategies
1.4 Learner Characteristics
2.1 Print Technologies
3.1 Media Utilization
3.2 Diffusion of Innovations
3.3 Implementation
4.1 Project Management
4.2 Resource Management
4.3 Delivery System Management
4.4 Information Management
5.3 Formative and Summative Evaluation