Questions to My Sponsor

In finally deciding on an ID model, I was able to pull together a series of questions to ask my sponsor to really get working on the design of the instruction. I believe once we get through these questions, things will really start progressing nicely.

Here are the nine phases of the model:

1. Instructional Problems - Identify instructional problems, and specify goals for designing an instructional program.
2. Learner Characteristics - Examine learner characteristics that should receive attention during planning.
3. Task Analysis - Identify subject content, and analyze task components related to stated goals and purposes.
4. Instructional Objectives - State instructional objectives for the learner.
5. Content Sequencing - Sequence content within each instructional unit for logical learning.
6. Instructional Strategies - Design instructional strategies so that each learner can master the objectives.
7. Designing the Message & Instructional Delivery - Plan the instructional message and delivery.
8. Evaluation Instruments - Develop evaluation instruments to assess objectives.
9. Select resources to support instruction and learning activities.

Below are a list of questions that Kemp recommends a designer ask during the process. They relate to the phases listed above. I will be working on answering these questions with my sponsor.

Analysis Phase
1. A distance education program being developed should overcome what educational problems or serve what student learning needs?
2. What is the purpose or goal for the program?
3. What priorities and constraints for the program need recognition as the planning starts? (time frame for implementation, monetary and other resources, relationship to other participant activities, other logistics)

Developmental Phase
4. What basic skill areas, curricula topics, interdisciplinary themes, and problem-based projects should comprise the instructional program?
5. What subject content supports each skill, topic, theme, and project? (facts, concepts, principles, procedures, beliefs and values)
6. In terms of subject content, what learning objectives should students attain for each topic or theme?
7. What is the level of each student’s preparation for studying a topic as determined by pretesting?
8. What instructional methods and learning activities can be used to accomplish the objectives? Recognize that frequently more than one method should be used to accomplish topic objectives so as to serve the various learning styles of students.
9. What communications technologies and instructional resources are available and most suitable to carry out instructional and learning activities? Evaluate those available, recognizing advantages and limitations; make selections for use in conjunction with the instructional methods and activities specified in #8 above.
10. What logistical support is required to initiate and maintain the instruction and learning? (budget, facilities, equipment, materials, personnel services, schedules)
11. How can attainment of learning objectives (evaluation of learning) by students be determined? (student self-testing, teacher’s written test forms, reports, project results, and student portfolios; latter types judged with rating scales)

Implementation Phase
12. Do the results of a program tryout indicate need for any changes or improvements to meet expectations?
13. What other matters may need consideration when implementing and managing the program?

Program Evaluation and Revision Phase
14. After initial use, does the program meet an acceptable level of learning competency and other positive behaviors for following groups of students; if not, what revisions should be made?
15. Does the program operate in a cost-effective and efficient manner? Use a survey and a few open-ended questions to obtain reactions, attitudes, and concerns about the program from students. The results of these evaluations may require modifications for the next time the program is offered.
16. With success, are there extensions of the program to consider? (serve new groups of students, initiate a next level course, or expand to additional courses and instructors)