Evidence of knowledge, practice and application of ANALYSIS, DESIGN, DEVELOPMENT, IMPLEMENTATION, EVALUATION
WGU (Western Governors University) Master of Education in Instructional Design Course Competencies and Evaluator Comments
Foundations of Instructional Design – IDC1 Passed
JOT2 — JOT TASK 1: LEARNER ANALYSIS
This competent learner analysis for the issues in instructional design open with an acceptable description of the asynchronous online photography course instructional setting. The need for basic computer literacy and digital photography terms are both suitably identified in this report as the requisite entry-level knowledge and skills. The performance context of completing assignments of the course and in everyday photography is effectively examined in this final section of this submission.
JOT2 — JOT TASK 2: PLANNING OF INSTRUCTION
Effective descriptions of the beneficial uses of the learning theories of behaviorism, cognitivism, and constructivism open this competent treatment of the issues in instructional design and planning. A clear justification for the superiority of the modified cognitivist lesson and its flexible nature for in person and remote instruction is addressed in this presentation. The submission concludes with a detailed explanation for why Backwards Design, and its goal-oriented nature, is the best design theory for the targeted instructional setting.
JPT2 — JPT TASK 1: INSTRUCTIONAL UNIT
You've provided clear measurable standards of performance for each of your objectives that combine both a number of images requiring an application of a photography skill and technical terminology, as in the case of Task 1 where the measurable standard of performance calls for a range of five full stops from f/5.6 to f/22.
Foundations of Measurement and Evaluation – MEC1 Passed
JQT2 — JQT TASK 1: WORKSHOP PROPOSAL
Your description of the workshop is detailed and competently references the intent for the faculty development to teach educators how to set up online classrooms for the upcoming term. You also demonstrate competency using assessment methods to evaluate the adult learners who are expected to create a finished product at the summation of the workshop.
JRT2 — JRT TASK 1: EVALUATION PLAN
Your evaluation of the three lesson unit on photography provided a sound plan that included three evaluation questions intended for the purpose of acquiring feedback from individuals attending and working at the art institute. Additionally, you clearly indicated that a semi-structured interview method was preferred by stating that in-depth information was collected as opposed to an unstructured or structured interview format. Lastly, an appropriate twelve-item survey was provided.
JRT2 — JRT TASK 2: ASSESSMENT VALIDITY
Your evaluation clearly explains three performance objectives to guide your instruction for a college faculty who are often recruited to serve as SMEs for developing and revising courses. You provided a solid discussion on face validity when using the 10 question quiz requiring participants to define the instructional design and the ADDIE model and name the five phases of the ADDIE model.
JST2 — JST TASK 1: EVALUATION PROCESS AND RECOMMENDATION
Your submission clearly describes the Digital Photography Workflow course and the formative evaluation process. As evidenced by APA-formatted tables on slides 8-12, you effectively showcase the results of the data collection. In your description of changes to future evaluations, you clearly explain the change to create a section in the classroom where learners can note any suggestions, errors, or confusion
BEP2 — BEP TASK 1: ANNOTATED BIBLIOGRAPHY
You capably provide an appropriate research problem of instructors struggling with ways to give feedback and connect with students in online classrooms effectively. You do a great job presenting a well-crafted annotated bibliography of 10 scholarly sources centered around video feedback for students that adheres to the given guidelines.
BEP2 — BEP TASK 2: LITERATURE REVIEW
You did a fantastic job of supporting the research topic of the impact of the use of instructor video/screencast to improve clarity, quality, and receptibility of feedback in online, asynchronous higher education classrooms by providing two open-ended research questions focused on screencast-based feedback strategies. You also included a nice synthesis of available literature as evidenced by scholarly sources, such as Killingback, Ahmed and Williams (2019) and Lumpkin (2021).
BFP2 — BFP TASK 1: DATA COLLECTION INSTRUMENT
You demonstrated a strong understanding of research instrument construction guidelines by providing an exemplary product with a title, “Online Instructor Attitudes Toward Using Screencast Feedback Survey/Questionnaire,” directions, and consecutively numbered items. You did an excellent job when explaining the elicitation of quantitative and qualitative data when you articulated the use of yes/no and open-ended responses. The incredibly detailed and thoughtful explanation you provided about keeping participant identities protected and the use of informed consent to combat ethical issues is commendable since you note the importance of marinating the well-being of the study participants.
BFP2 — BFP TASK 2: RESEARCH STUDY CRITIQUE
You effectively explained how the quantitative approach is appropriate for the study by explaining how the use of numerical data aligns with this approach.
BGP2 — BGP TASK 1: RESEARCH PROPOSAL
You capably provide a comprehensive literature review centered around video feedback that adheres to the given guidelines. You appropriately describe the data analysis techniques when discussing calculating and comparing the mean for the quantitative data and separating qualitative data into themes.
MED, Instructional Design Capstone – C636
QZM1 — QZM1 TASK 1: PROSPECTUS
The data collection and analysis methods proposed for your study align reasonably with the research question by measuring and analyzing the impact of the intervention using pre/post surveys. Per IRB policy and procedures, no data collection or intervention of study can begin before IRB has given approval in task 2.
QZM1 — QZM1 TASK 2: IRB REVIEW & INFORMED CONSENT
Your Request for Approval document effectively describes the proposed study by detailing the use of a pre-and post-survey for a training using screencasting with fellow educators. Your Informed Consent provides clear information about what participants are expected to do, as well as providing complete information about how to withdraw from the study. Well done!
QZM1 — QZM1 TASK 3: CAPSTONE WRITTEN PROJECT CHAPTERS 1–3
You have provided an informative and well-developed first three chapters of a capstone report for a study on the impact a professional development opportunity centering on video/screencast instruction will have on participants' perceptions to provide quality feedback during online instruction. These thoughtful first three chapters include a thorough literature review that cites 16 relevant professional sources and a copy of a Likert scale survey that will be used as the data collection tool. Well done!
QZM1 — QZM1 TASK 4: CAPSTONE WRITTEN PROJECT CHAPTERS 4-5
Your capstone paper on screencast feedback reasonably analyzes the quantitative data collected with pre- and post-surveys through the use of descriptive statistics. You also capably display the results of the data by including appropriate tables and figures. Your data collection tool in appendix B is well aligned with the data report by overtly stating in the report that Item numbers 1, 6, 13, 17 and 18 from the data collection instrument were not included in the data analysis. You clearly discuss the conclusions of the study by explaining that the professional development unit had a positive impact on participants' perceived ability to provide quality feedback during online instruction.
QZM1 TASK 5: WRITTEN CAPSTONE REPORT
You demonstrated a strong understanding of submitting the entire written Capstone report (Chapters 1-5) and a multimedia project to accompany the written report. You presented a sound abstract in your capstone paper, outlining the examination of the impact of a professional development on online instructors' perceptions of quality feedback as the purpose of the study. In addition, you did an excellent job discussing the topic and problem in past tense.
....................................................................................................
Foundations of Instructional Design – IDC1 Passed
Foundations of Instructional Design provides an overview of how to select the most appropriate learning theories, design processes, and instructional strategies based on learner audience, instructional setting, and current and desired state of learning.
Competencies
Course Planning
Begin your course by discussing your course planning tool report with your instructor and creating your personalized course plan together.
Needs Analysis
The graduate conducts a needs analysis to determine needs and interests of learners.
Learner Analysis
The graduate analyzes the population for whom the education program will be created to identify general characteristics that are important when developing instruction.
Scope and Sequence
The graduate develops a logical scope and sequence for an education program and formulates appropriate and measurable program objectives.
Learning Theories
The graduate explains how different learning theories apply to an instructional setting
Instructional Strategies
The graduate applies knowledge of learning theories when selecting instructional strategies that will best assist in the learning process.
Theories of Design
The graduate examines the important elements of backwards design (understanding by design), teaching for understanding, and Gagne's nine events of instruction to plan instruction.
Learning Assessment
The graduate facilitates the development of a variety of techniques to assess learning.
....................................................................................................
Instructional Design Analysis – JNT2
Instructional Design Analysis focuses on using analysis of needs to determine the needs and interests of learners and scope and sequence for developing a logical approach for an education program with appropriate and measurable objectives.
Competencies
Course Planning
Begin your course by discussing your course planning tool report with your instructor and creating your personalized course plan together.
Needs Analysis
The graduate conducts a needs analysis to determine needs and interests of learners.
....................................................................................................
Issues in Instructional Design – JOT2
Issues in Instructional Design focuses on learning theories, learner analysis, scope and sequence, instructional strategies, task analysis and design theories, media and technology foundations, and adaptive technologies for special populations for creating effective, well-articulated, and efficient instruction.
Competencies
Course Planning
Begin your course by discussing your course planning tool report with your instructor and creating your personalized course plan together.
Learner Analysis
The graduate analyzes the population for whom the education program will be created to identify general characteristics that are important when developing instruction.
Theories of Design
The graduate examines the important elements of backwards design (understanding by design), teaching for understanding, and Gagne's nine events of instruction to plan instruction.
Instructional Strategies
The graduate applies knowledge of learning theories when selecting instructional strategies that will best assist in the learning process.
Learning Theories
The graduate explains how different learning theories apply to an instructional setting
....................................................................................................
Instructional Design Production – JPT2
Instructional Design Production focuses on the application of a systematic process of instructional design, namely the concepts and procedures for analyzing and designing successful instruction. This course will prepare students to conduct a goal analysis, which is used to identify instructional goals, as well as a task analysis, which is used to determine the skills and knowledge required to accomplish those goals. This course also focuses on writing performance objectives, designing assessments, and developing instruction that incorporates relevant learning theories. Methods for formatively evaluating a unit of instruction are also introduced. There are no prerequisites for this course.
Competencies
Course Planning
Begin your course by discussing your course planning tool report with your instructor and creating your personalized course plan together.
Learning Assessment
The graduate facilitates the development of a variety of techniques to assess learning.
Instructional Strategies
The graduate applies knowledge of learning theories when selecting instructional strategies that will best assist in the learning process.
Learning Theories
The graduate explains how different learning theories apply to an instructional setting
Scope and Sequence
The graduate develops a logical scope and sequence for an education program and formulates appropriate and measurable program objectives.
Design of Curriculum Unit
The graduate designs an appropriate unit of instruction.
....................................................................................................
Foundations of Measurement and Evaluation – MEC1
As an educational professional, you will evaluate programs and make improvements. You may do this as an instructional designer, curriculum developer, classroom teacher, or in other roles. This course presents the foundational concepts involved in measurement and evaluation.
Competencies for MEC1 Passed
Assessment Validity
The graduate understands essential information related to assessment validity.
Constructing Reliable Test Instruments
The graduate constructs reliable test instruments.
Item and Instrument Types
The graduate understands the appropriate uses of different instrument test item types in building assessments.
Formative Evaluation
The graduate understands the fundamental elements of formative evaluations.
Summative Evaluation
The graduate understands the fundamental elements of summative evaluations.
Differences Between Formative and Summative Evaluation
The graduate understands the differences between formative and summative evaluation.
Implementation and Interpretation of Evaluation
The graduate completes an evaluation and reports the results and recommendations.
Qualitative Data Collection Tools and Techniques
The graduate employs appropriate qualitative data collection techniques and tools to collect data.
Quantitative Data Collection Tools and Techniques
The graduate employs appropriate quantitative techniques and tools to collect data.
....................................................................................................
Issues in Measurement and Evaluation – JQT2
Issues in Measurement and Evaluation focuses on the understanding of formative and summative evaluation, and quantitative and qualitative data collection tools, including rubrics and the processes of evaluation.
Welcome to Issues in Measurement and Evaluation. This course will test your ability to evaluate both quantitative and qualitative data collection tools, including rubrics and the processes of evaluation. Throughout this course you will read and reflect on articles and on materials from the textbook, and then complete activities related to what you have read. To demonstrate that you have mastered the course competencies, you will complete a performance assessment where you will create a one-day workshop for an educational conference.
Competencies
This course provides guidance to help you demonstrate the following 4 competencies:
Competency 506.2.1: Formative Evaluation
The graduate understands the fundamental elements of formative evaluations.
Competency 506.2.2: Summative Evaluation
The graduate understands the fundamental elements of summative evaluations.
Competency 506.2.3: Differences Between Formative and Summative Evaluation
The graduate understands the differences between formative and summative evaluation.
Competency 506.3.1: Qualitative Data Collection Tools and Techniques
The graduate employs appropriate qualitative data collection techniques and tools to collect data.
Competency 506.3.2: Quantitative Data Collection Tools and Techniques
The graduate employs appropriate quantitative techniques and tools to collect data.
....................................................................................................
Evaluation Methodology and Instrumentation – JRT2
You will soon find out about evaluation questions and what they are used for. You will apply your knowledge and skills relative to quantitative/qualitative data collection and analysis, formative and summative evaluations, and obtaining the needed information relevant to what you want to study.
Welcome to Evaluation Methodology and Instrumentation! This course will help you gain the knowledge and skills needed to complete the Tasks associated with this course.
The following are some questions you may be asking yourself:
How will completing the performance assessment help you conduct your formative and summative evaluations?
How will you decide which data to collect?
How will you obtain the data necessary for your formative and summative evaluations?
How will you know which instruments will be best to use in your formative and summative evaluations?
This course provides guidance to help you demonstrate the following 4 competencies:
Competency 506.1.1: Assessment Validity
The graduate understands essential information related to assessment validity.
Competency 506.3.1: Qualitative Data Collection Tools and Techniques
The graduate employs appropriate qualitative data collection techniques and tools to collect data.
Competency 506.3.2: Quantitative Data Collection Tools and Techniques
The graduate employs appropriate quantitative data collection techniques and tools to collect data.
Competency 506.4.1: Designing an Evaluation Plan
The graduate develops a formative or summative evaluation plan.
....................................................................................................
Evaluation Process and Recommendation – JST2
Evaluation Process and Recommendation focuses on implementing and interpreting a formative evaluation and reporting the results and recommendations to stakeholders.
Welcome to Evaluation Process and Recommendation. This course will test your knowledge of the formative evaluation process and your ability to recommend revisions based on the results of your formative evaluation. Your competency will be demonstrated by successful completion of a performance assessment.
Evaluation is a tool that can help teachers and other educational professionals assure stakeholders either that programs are undergoing continuous improvement (an example of formative evaluation) or that a published program (e.g., curriculum) should be continued (an example of summative evaluation). The instructional designer or educator knows how to formatively evaluate programs and make recommendations for improvement. Not intimidated by data or analysis, the instructional designer or educator (i.e., you) exits their M.Ed. program with these skills.
Competencies
This course provides guidance to help you demonstrate the following 3 competencies:
Competency 506.4.0: Course Planning
This competency exists to assess the readiness of students.
Competency 506.4.1: Designing an Evaluation Plan
The graduate develops a formative or summative evaluation plan.
Competency 506.4.2: Implementation and Interpretation of Evaluation
The graduate completes an evaluation and reports the results and recommendations.
....................................................................................................
Research Foundations – C224
The Research Foundations course focuses on the essential concepts of four major research approaches, including quantitative, qualitative, mixed, and action research. No original data collection or analysis will be required in this course.
Welcome to Research Foundations! You will be learning through a custom-built interactive course in Smart Author. To begin, simply click the "Launch Course" button below, then go to the "Introduction" page and complete all learning modules, including all the associated activities. Unless you have previously taken an educational research course, we recommend that you do not take the pre-assessment until you have completed all the learning modules. Use the coaching report to help you identify learning gaps. Be sure to click on the "Print View" feature of the coaching report to reveal the pre-assessment questions along with the correct answers and your answers. This will be an excellent study aid in preparation for your final assessment. After further study, you may take the pre-assessment again, schedule your final assessment, or contact your course instructor for further guidance. You will demonstrate your competence by successful completion of an objective exam.
Knowledge and Practice of Educational Research
The graduate evaluates the purpose, process, and practice of the generation and justification of knowledge in educational research.
Quantitative Research
The graduate analyzes the key aspects of quantitative research and characterizes the major approaches to quantitative research.
Qualitative Research
The graduate analyzes the key aspects of qualitative research and characterizes the major approaches to qualitative research.
Mixed Methods Research
The graduate analyzes the key aspects of mixed methods research and characterizes the major approaches to mixed methods research.
Action Research
The graduate analyzes the key aspects of action research and characterizes the major approaches to action research.
Measurement Reliability and Validity
The graduate analyzes different measurement scales and differentiates between reliability and validity, and their subtypes, as they relate to assessments.
Quality of Research Results
The graduate analyzes the characteristics of research quality and the potential threats to the quality of results in qualitative, quantitative, mixed methods, and action research studies.
Research Methods and Design
The graduate applies and justifies appropriate research methods and design in quantitative, qualitative, mixed methods, and action research scenarios to address the research question(s).
Data Analysis
The graduate evaluates and selects appropriate basic data analysis techniques for quantitative, qualitative, mixed methods, and action research scenarios.
Literature Review
The graduate describes the purpose for a literature review and develops an organized literature review relevant to educational research topics, problems, and questions.
Research Questions and Hypotheses
The graduate develops clear research questions that can be investigated and hypotheses that can be tested with empirical data.
Data Collection
The graduate differentiates among the major methods of data collection, including their strengths and limitations in the selection of an appropriate method of data collection.
Research Ethics
The graduate analyzes ethical issues and identifies appropriate procedures for educational research.
Research Proposal
The graduate completes a research proposal.
....................................................................................................
Research Questions and Literature Review – C225
The Research Questions and Literature Reviews course focuses on how to conduct a thorough literature review that addresses and identifies important educational research topics, problems, and questions, and helps determine the appropriate kind of research and data needed to answer one's research questions and hypotheses.
Competencies
Course Planning
Begin your course by discussing your course planning tool report with your instructor and creating your personalized course plan together.
Data Collection
The graduate differentiates among the major methods of data collection, including their strengths and limitations in the selection of an appropriate method of data collection.
Research Questions and Hypotheses
The graduate develops clear research questions that can be investigated and hypotheses that can be tested with empirical data.
Literature Review
The graduate describes the purpose for a literature review and develops an organized literature review relevant to educational research topics, problems, and questions.
Research Design and Analysis – C226
The Research Design and Analysis course focuses on applying strategies for effective design of empirical research studies. Particular emphasis is placed on selecting or constructing the design that will provide the most valid results, analyzing the kind of data that would be obtained, and making defensible interpretations and drawing appropriate conclusions based on the data.
Competencies
Course Planning
Begin your course by discussing your course planning tool report with your instructor and creating your personalized course plan together.
Quantitative Research
The graduate analyzes the key aspects of quantitative research and characterizes the major approaches to quantitative research.
Qualitative Research
The graduate analyzes the key aspects of qualitative research and characterizes the major approaches to qualitative research.
Mixed Methods Research
The graduate analyzes the key aspects of mixed methods research and characterizes the major approaches to mixed methods research.
Action Research
The graduate analyzes the key aspects of action research and characterizes the major approaches to action research.
Measurement Reliability and Validity
The graduate analyzes different measurement scales and differentiates between reliability and validity, and their subtypes, as they relate to assessments.
Quality of Research Results
The graduate analyzes the characteristics of research quality and the potential threats to the quality of results in qualitative, quantitative, mixed methods, and action research studies.
Research Methods and Design
The graduate applies and justifies appropriate research methods and design in quantitative, qualitative, mixed methods, and action research scenarios to address the research question(s).
Data Analysis
The graduate evaluates and selects appropriate basic data analysis techniques for quantitative, qualitative, mixed methods, and action research scenarios.
Data Collection
The graduate differentiates among the major methods of data collection, including their strengths and limitations in the selection of an appropriate method of data collection.
Research Ethics
The graduate analyzes ethical issues and identifies appropriate procedures for educational research.
....................................................................................................
Research Proposals – C227
Research Proposals focuses on planning and writing a well-organized and complete research proposal. The relationship of the sections in a research proposal to the sections in a research report will be highlighted.
Competencies
Course Planning
Begin your course by discussing your course planning tool report with your instructor and creating your personalized course plan together.
Research Methods and Design
The graduate applies and justifies appropriate research methods and design in quantitative, qualitative, mixed methods, and action research scenarios to address the research question(s).
Data Analysis
The graduate evaluates and selects appropriate basic data analysis techniques for quantitative, qualitative, mixed methods, and action research scenarios.
Literature Review
The graduate describes the purpose for a literature review and develops an organized literature review relevant to educational research topics, problems, and questions.
Research Questions and Hypotheses
The graduate develops clear research questions that can be investigated and hypotheses that can be tested with empirical data.
Data Collection
The graduate differentiates among the major methods of data collection, including their strengths and limitations in the selection of an appropriate method of data collection.
Research Ethics
The graduate analyzes ethical issues and identifies appropriate procedures for educational research.
Research Proposal
The graduate completes a research proposal.
....................................................................................................
MED, Instructional Design Capstone – C636
MED, Instructional Design Capstone Written Project is the culminating assessment where learners should be able to integrate and synthesize competencies from across the degree program and thereby demonstrate the ability to participate in and contribute value to their chosen professional field. Prerequisite Courses: Research Foundations (C224), Research Questions and Literature Review (C225), Research Design and Analysis (C226), and Research Proposals (C227) or permission of a faculty manager. Additionally, students wishing to add the Capstone with fewer than eight weeks remaining in the term must receive permission of the faculty manager.
Competencies
Capstone
The graduate integrates and synthesizes competencies from across the degree program, thereby demonstrating the ability to participate in and contribute value to the chosen professional field.