(Using examples from the Generic Instructional Design Model)

A. Analysis

1. The program being developed will overcome what educational issues or serve what learning needs?

2. What is the purpose of the program?

3. What is the goal of the program?

4. What priorities and constraints need to be recognized? (i.e. time factors, money, resources, others?)

a. Needs Analysis:

•  What is the problem?

•  How do we solve it?

b. Task Analysis

•  What is the content?

c. Instructional Analysis

•  What must be learned?

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B. Design

1. What are the objectives?

2. How do we know if they are met?

3. What instructional strategy will achieve them?

4. What media and methods are most effective?

5. What content should be included? Left out?

6. What is the best way to sequence and organize the material?

7. What is the best media to use to present the materials?

8. What kind of teaching strategies should be employed?

9. How can learning be measured?

10. What feedback should students receive about the progress?

11. What methods should be used to create the materials?

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C. Development

1. What basic skills, topics, interdisciplinary themes, and projects will this program include?
2. What subject content supports this?
3. What learning objective should students attain for each area?
4. What is the level of preparation for studying this topic?
5. What instructional method and learning activities can be used to accomplish this goal? (i.e. teacher presentation w/ student participation, self-directed, student to student) Is there more than one?
6. What communications technology or resources are available for this instruction?
7. What level of support is needed and required to initiate and maintain this instruction? (i.e. budget, resources, personnel, materials, equipment)
8. How can the "attainment of learning objectives" be determined? What kind are used (testing, written tests, reports, projects, portfolios)

   1. Draft Materials

• What will the materials say?

2. Media Production

• How do the materials look and sound?

3. Formative Evaluation

• Do they meet standards?

• Do students learn from them?

• How do we improve them?

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D. Implementation

1. Do the results of the program indicate need for any changes or improvements to meet expectations? (test run with a sample population-other OMDE group members)

2.  

3. What other matters need to be considered?

4. Is the client ready to take the responsibility of the course?

a. Program Evaluation

• Does the program meet the acceptable level of learning? Were there positive results?

• What revisions should be made?

• Does the program operate effectively and efficiently?

• What are the future extensions for this program (different norm groups, another level course)?

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E. Revision

• Have we solved the problem?

• What is the impact?

• What needs to be changed?

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