OMDE607 - Course Development Project 

The ISD Process

(Reflection for Prototype Class Development- Includes Hyperlinks)

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 Chapter 2

Chapter 2 of Seels & Glasgow's, Making Instructional Design Decisions provides an overview of the iterative process of task, need and instructional analysis.  The object of task analysis is to "identify the subtask, information flow, inputs, and decisions required to perform a task as objectively and explicitly as possible.  The authors illustrate a number of methods and techniques a designer can use to collect task data and reveal the relationships among task elements.  Moving from general to more specific topics, task analysis answers the question: "what is the job or content"  and determines the operational components of a job, skill, or subject matter in order to decide what expert performers do and how they think.   First, the general topics or duties of a topic or job are inventoried, then the task statements define each task.  The information contained in a task statement are classified into four types: cues that prompt performance, resources used, organization inputs affecting performance and environmental conditions  affecting performance.  (example on p. 35) .  The sources of information for task data include: document reviews, interviews, observations, and questionnaires.  The format used for recording data is a flowchart. 

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Chapter 3

Objectives (specific statements) are derived from goals (general statements of intent).  A designer must identify behaviors associated with goals and state behaviors in observable and measurable terms  (sample words used objectives).  Goal analysis provides a basis for writing statements of observable and measurable behaviors. so that learning outcomes are described in terms of observable student activity.  They help address: "What does the student do after instruction that indicates he or she has learned what was taught?"  ** Note that specific behaviors are difficult to observe in cognitive and affective areas. (examples on p. 68).   

The steps in writing objectives include: 1.) identifying  the domain of learning (which is to be demonstrated in a clear and concise format), 2.) identifying the behaviors from the goals, 3.) stating them in observable and measurable terms.  The two formats recommended for designers are: 

• The Manger Format- "a behavioral objective that indicates a skill, attitude or knowledge.

• The ABCD Format- "four elements: audience, behavior, condition, and degree

You need to communicate how the behavior will be measured, not how it will be taught -i.e. describe the situation the student will encounter, not the instruction which leads to the response. 

Objectives are derived from goals which can be broken down as such: 

• TPO- terminal performance objective- complex performance goal stated in behavioral format.

• EO-  Enabling Objectives- sub objectives

Both TPOs and EOs should be written in behavioral objectives format. If not, the designer may be unable to determine whether all the objectives were achieved, and makes it clearer where instruction fell short. 

Level of Objective for the design plan: 

• Curriculum Objective

• Course Objective

• Unit Objective

• Lesson Objective

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How to Conduct an On-Line Job Search OMDE Graduates Course (OMDE)

This course examines the job search process for OMDE students looking for a job in the field of distance education and training. Students critically evaluate the relationship between job seeking tools using web based technologies. Various models of resume writing and online job banks are considered (for example, functional resumes, chronological resumes, scannable resumes, cover letters, and how to use a career development software program- Discover). Students apply the job search process by choosing and searching three DE job openings in the field of Distance Education, create a summary of qualifications to start their resume, and apply the job search process by developing a career portfolio using the licensed career development software program-Discover. Tokens and passwords will be given at the start of the class. A special emphasis is on using online resources and Web-based tools to conduct a job search.

Course Goals/Objectives

By the end of this course students should be able to:

1) identify the major components of a chronological and functional resume;
2) develop goals and objectives appropriate to a job search;
4) develop a summary of qualifications list for online resume;
5) identify three job descriptions using online job banks;
6) view other resumes on the web;
7) research various online job banks focusing on the field of distance education;
8) discuss the issues and pitfalls in doing an online job search;
8) demonstrate mastery of online networking through development of
career path portfolio using the career development software program: Discover

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