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Instructions
Training manual project (100 points)
Over the last three weeks, the focus of the course will be on the implementation and use of the cognitive training model to create an instructional package. This package will consist of a training manual for instructional designers on how to identify, select, and use instructional techniques (e.g., analogies) and instructional approaches/methods (e.g., case-based instruction). Please make sure that you understand: The target learners of your instructional package are instructional designers and the content area is on instructional strategies not phases of instructional design. If your project does not meet the requirements highlighted, no matter how good your writing is, the grade you get will be a zero. The requirement for this project is very specific. If you have a problem understanding the requirement, please talk to me as early as possible.
Obviously, this is an even bigger thing!! Combining Driscoll (2005) and Mayer (2008) with Foshay, et al. (2003) will help you complete this project. Please note: we do not discuss Foshay as we do Driscoll and Mayer. It does not mean that Foshay is not of the
same importance. As a matter of fact, Foshay will help you more directly with your training manual project. However, without Driscoll and/or Mayer, you will hardly be able to design instruction that is truly effective, efficient, and appealing.
Again, start your �thinking� early. A top student in my spring class said: �This is a lot harder than I thought it would be, and I wish I would have started it mid-semester, so I could have flexed it and shaped it much better than time allows me now. Foshay offers great tips and structural ideas.� I hope this quotation can be used as a �warning� for you to start this project as early as you can.
Requirements: Develop chapters within the manual that describe:
� What it is (description of the strategy/approach),
� When to select and use it (conditions of use),
� Why it should be selected (research on effectiveness of the strategy),
� How it is best utilized, and
� Related research and references
I may not answer more questions by the time you do your project. Discuss with me at an earlier stage. Assume that you were hired somewhere and assigned this project. You did not have anyone to discuss with because you were the expert. You had to complete it by the due date and meet all the requirements �perfectly;� otherwise, you would be �fired.� What would you do and how would you do it???
The paper and the project will be submitted through SafeAssignment on the Blackboard course site. SafeAssignment is a program that checks originality of the project/paper. All submissions through SafeAssignment are saved on the ISU database. A project that is found not original will automatically get an F (please also refer to Code of Student Conduct https://www.indstate.edu/academicintegrity/docs/studentguide.pdf for details). I open a Self Check window for you to check originality of your work before submitting it to me. Make sure that you submit your original work written or designed for this class.
Good luck with your project!!!
Training Manual Project is basically a book. It contains
. Cover*
. Preface*
. table of content*
. content (5 chapters, each chapter discusses 1 strategy)*
. references*
In the preface you discuss about the target learners, the objective, the way you explain the content, etc.
The main content of the manual is learning strategies. So, you have to choose strategies like chunking, mnemonic, cooperative learning, etc. to explain. In every chapter you have to discuss one strategy. Use the AECT standard in your discussion (refer to 689 blackboard document). Foshay’s book can be a good model in explaining the content
This project is a comprehensive project that requires your knowledge and skills to meet the five AECT standards. This assessment is at a higher level because it requires you to integrate theories into practice. I included AECT standards in the syllabus. For your convenience, I repeat the details below:
Design: Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.
Development: Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
Utilization: Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
Management: Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
Evaluation: Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning
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