4Peer-evaluations

Apply the rubric and template for the project to your buddies work. Your peer evaluation will be a written feedback on their work based on the rubric. We will check this feedback by the end of Wednesday the 23rd.

This competency is connected to the ADDIE model of instructional design (Analysis, Design, Development, Implementation, and Evaluation). After determining the need for instruction, you analyze learners, content, and curriculum and design a plan for instruction, including learning goals and activities. The rationale for this plan is based on relevant theory and best practices applied to your situation.

Prototype materials may be expanded and developed more completely if the project continues in other classes.

Instructional projects typically involve three components: (1) a draft set of learning materials, (2) instructor materials, and (3) a design report. (Fully developed projects include mediated presentations and field-tested assessments – but these are assessed in later competencies.) The purpose of the design report, accompanying the prototype materials, is to:
 * //Design Rationale Project//**

1. Serve as the basis for the development of an actual instructional unit or course. 2. Become a benchmark and public document for review, discussion, and feedback from others.

To complete the project, you should:


 * Develop a design report, also called a sketch or blueprint. In this report students will make a reasoned, supported case for key design decisions relating to an instructional unit or course.
 * Conduct a full analysis of learners, content, environment, culture, and conditions of performance.
 * Based on that analysis, students will develop a set of learning goals and objectives; a description of planned learning activities; a sample activity; an assessment plan and sample assessment; and preliminary rationale for delivery system and media use.
 * Link these design plans to professional literature, in particular linking planned learning activities to instructional models or theories.
 * Use the Design Rationale rubric.

This project is completed in IT 5130 Instructional Message Design. Students can apply ADDIE principles with an emphasis on graphic design and visual communication carried through to formative evaluation stages.
 * //Message Design Project//**

Design Rationale Rubric
//Meets expectations// would be assigned for presentations and papers with only a few minor problems. Repeated, significant problems would result in //below expectations//. Reports with few or no errors would result in //exceeds expectations//.

**Criterion** || **Meets Standard** || **Below Standard** || **Goals/Objectives** Analyze learning goals and present objectives organized and stated in behavioral form. || Considers learning needs of the whole person for full expertise (knowledge, skills, attitudes) Goals and objectives organized and subdivided in meaningful way Clear connection to needs assessment Objectives stated in proper behavioral form (SWTAB) || Pieces missing needed for expertise Objectives listed linearly without organization Lack of connection to needs assessment Objectives not stated in behavioral form || **Learning Activities** Describe overall instructional approach (constructivist, direct instruction, etc.); specific model or strategy (e.g., PBL, simulation, case-based learning, etc.) w/appropriate links to the situation as expressed in the needs assessment || Accurate statement of theories and models that guide design Compelling rationale for theory use, connecting theory to situational needs and to learning goals/objectives || Technically inadequate statement of theories Lack of connecting to local situation and needs Lack of connection to goals and objectives || Cite theories of learning and instruction as appropriate (at least 3 refs). || References to the literature show appropriate mastery of relevant theories. || Inappropriate or technically incorrect citations || Describe and provide a rationale for learning activities, e.g., in-class exercises, homework assignments, projects, lectures, online discussions, etc. || Activities are consistent with goals, learner needs, and situation Appropriate scope, pacing, challenge, and support Include in your rationale discussion of: --collaboration needs --role of the instructor --scaffolding, guidance, and procedural support --transfer to out-of-school activities --texts and information resources || Activities don’t match goals/objectives Poor design of activities; inappropriate scope, pacing, challenge, or support Missing consideration of items listed to the left || **Delivery System** Provide a rationale for the intended delivery system. || Rationale presents the factors leading to a decision about delivery system (if delivery system is pre-determined, explains that context). Considers print, computer, and mixed delivery forms. Provides pros and cons, and tipping factors. Presents issues of access; costs and benefits; and background skills and expectations. || Lack of analysis, consideration of relevant factors || **Mediation** Describe media needs and a rationale for planned media support || Analysis presents media needs and design plans. Links media decision to learning objectives and instructional strategies. Includes a rationale for production values, e.g., costs, benefits, and learner expectations Show how media helps meet diverse learners’ needs Show how media fits learners’ prior knowledge || Lack of linkage to objectives, strategies, learning needs, practicalities || **Leadership** (for teachers seeking Specialist level of IT Endorsement) || Demonstrate leadership and capacity to assist other teachers through mentoring, coaching, or consulting activity; in-service workshop or other kinds of direct instruction to teachers, administrators, and community members; service on curriculum, tech-support, and leadership committees, or in special-assignment roles Presentations or leadership-related service at professional meetings || Failure to demonstrate adequate leadership and service Lack of documented experience working with faculty colleagues Lack of documentation of outcomes, impact Evidence of questionable, ineffective, or inappropriate leadership or service ||