TWI WORKSHOP DESIGN PROJECT

Robin Armstead Boise State Graduate Student Instructional Design 503 4174 April 4, 2012

TWI WORKSHOP DESIGN PROJECT Contents

Synthesis/Reflection Paper ........................................................................................................................... 4 Part 1. Topic .................................................................................................................................................. 6 Part 1a. Stated learning goal ......................................................................................................................... 6 Part 1b. Description of the audience ............................................................................................................ 6 Part 1c. Rationale .......................................................................................................................................... 6 Part 2. Analysis Report .................................................................................................................................. 7 Part 2a. Description of the Need Part ........................................................................................................... 7 Part 2a.1 Needs Analysis Survey ................................................................................................................... 7 Part 2a.2 Needs Analysis Data Report .......................................................................................................... 7 Part 2b. Description of the Learning Context ............................................................................................... 8 Part 2b.1: Learning context........................................................................................................................... 8 Part 2b.2: Transfer context ........................................................................................................................... 9 Part 2c. Description of the Learners ............................................................................................................. 9 Part 2d. Description of the Learners ............................................................................................................. 9 Part 3. Planning ........................................................................................................................................... 10 Part 3a. Learning Objectives (list) ............................................................................................................... 10 Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan.................................................. 11 Part 3c. ARCS Table ..................................................................................................................................... 12 Part 4. Instructor Guide .............................................................................................................................. 14 Part 5. Learner Content............................................................................................................................... 17 Part 5a. Learning materials ......................................................................................................................... 17 Part 5b. Formative and/or Summative Assessment materials ................................................................... 17 Part 5c. Technology Tool Justification ........................................................................................................ 19 Part 6. Formative Evaluation Plan............................................................................................................... 19 Part 6a. Expert Review ................................................................................................................................ 19 Part 6b. One-to-One Evaluation.................................................................................................................. 19 Part 6c. Small Group Evaluation ................................................................................................................. 20 Part 6d. Field Trial ....................................................................................................................................... 20 Armstead Twi Design Project Part 7. Formative Evaluation Report........................................................................................................... 20 Page 2

7a Evaluation Survey or Rubric ................................................................................................................... 20 Part 7b. Report the results of the expert review ........................................................................................ 23 Part 7c. Comments on Change.................................................................................................................... 23 Part 8. AECT Standards Grid ........................................................................................................................ 24

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Synthesis/Reflection Paper
Instructional Design is like constructing a garden. When creating a garden or outdoor space, it is necessary for one to consider all the principals involved with accomplishing ones goals. When one is implementing the task of instructional design, it is like designing a space in the mind of the learner where the garden will be created, the seeds of knowledge will be grown, and the space will be connected to other spaces and elements in the mind. The instructional design process is the foundation of all learning. Even when teachers create a basic lesson plan, implement drills, or give a test, there is some consideration of how this information will be translated to the learner and how they will be able to obtain the skill. Before this project, I looked at the design process in reverse, as in starting with the goal and working backwards to the foundation. I am now able to see the bigger picture and all the necessary steps in between. While it is important to consider the learning objectives, and how they will be obtained by the learner, one of the most important steps is mapping out in a clear and consider manner what needs to happen for this to be accomplished. I think that most people take the learning process for granted. I was not aware of all of the processes that happen when we acquire a new skill or new information. Much like a gardener has to consider the soil, weather, and conditions for the seeds to grow. He or she also has to consider decorations, appealing to the homeowner, and the nutritional value of what is being produced. A plan is implemented so that all of those things come together. We may not see may not realize the step by step process that made the final product come together. This is the same with instructional design. The designer has to consider how the information will be planted in the mind of the learner and what is necessary to cultivate it so that if grows. The designer has to know the content of the information, the condition of the mind, and even what has been previously planted there or near, also called prior knowledge. They have to make the garden appealing or attractive, keep the learners attention and make sure the experience is meaningful. According to Smith and Ragan, an instructional designer works much like an engineer designing based on principles that have worked in the past (Smith and Ragan, 2005). All of these elements, much like designing a garden by starting with the seeds and building an entire outdoor space, are the same process that a designer goes through when they are considering a new plan. An instructional designer does not always possess the knowledge that they need so they consult with other designers or specifically subject matter experts, much like a garden embarking on an ambitious project and need help with their project. The design process requires one to evaluate the process and sometimes revise based on what is best for the homeowner, or learner. The process is not full proof, but when executed according to the current and most up to date information and process, there is a framework to construct a good solid design that will grow in the minds of the learners.

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When reflecting on the things that I have accomplished this semester I feel proud. I could not imagine that I could create something from nothing having little or no knowledge of the subject matter. The biggest challenge for me has been thinking about the process that a student would use to acquire the information, such as the sequence of events illustrate in the Instruction Guide, instead of the actual content that is being taught. I realized that a very generic model or process could be used and then molded and shaped according to the information. I did not have to reinvent the wheel; just find the right size one. I am very excited to have been given this opportunity to work on such an ambitious project. I can now see instructional design everywhere and am not afraid to design for subjects that I have very little knowledge. In my future professional career, I hope to continue working with instructional design to create courses and learning materials. Shortly, I would like to pursue my doctorate degree in this filed or a related field of study. Reference Smith, P. and Ragan, T. (2005). Instructional Design (3rd). Hoboken, NJ: John Wiley & Sons.

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Part 1. Topic Part 1a. Stated learning goal

Students will be able to use basic vocabulary to verbally give an introduction in the Ashanti Dialect of Twi using appropriate vocabulary, pronunciation, and syntax.

Part 1b. Description of the audience

The learners will be adults 18 and over. They will have little to no knowledge of the Ashanti Dialect of Twi.

Part 1c. Rationale

The Metro Atlanta area is filled with many people who immigrated to this country, including Ghana. Unfortunately, many parents and educators wrongly assumed that when a young child needs to acquire English quickly, they should cease learning their own language. Many children lose their first language as the push for English only is established. As a result, many adults are direct descendants of immigrants are desperately seeking a linguistic connection to their roots. As adults, many wish to reclaim their culture through language, but do not have a systematic way of doing it. There are very few learning materials available in the form of books, classes, or online learning materials. In order to address the gaps as a result of very little learning materials or instruction, the workshops priority will be teaching the students the basics of the Twi language. This will allow learners to obtain enough information that they feel confident not only speaking to other students, but also in the Ghanaian community where it is spoken freely. The instruction will use an overall supplantive approach. According to Smith and Ragan (2005) this approach is most effective when it is necessary to explain information to students using an explicit approach (p. 142). Twi is a language that has some stark contrasts to English. It is necessary that the learners are provided with scaffolding, immediate feedback and correction, and more than enough information to complete learning tasks and acquire the learning goal. The major instructional strategy will be declarative knowledge. This is the most appropriate strategy as it serves as the substance of much of our thinking and is a critical part to of what we learn throughout life (Smith and Ragan, 2005, p. 142). Students will be learning the facts or basics of the language. The level of retention and recall necessary to meet the learning goals of the workshop do not require higher levels of thinking and process, but instead is primarily production through organized mental lists. While it does require some synthesis, it is not intense and based using recall to put the sentences together using the proper vocabulary.

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Part 2. Analysis Report Part 2a. Description of the Need Part Part 2a.1 Needs Analysis Survey
The following survey was conducted via phone. The pool of learners was generated from my subject matter expert who is Ghanaian and speaks Twi. The survey consists of 20 questions regarding their knowledge of Twi, motivation, and possible challenges. Twi Needs Assessment Please rate the following statements based on a scale of 1 to 5, with 1 being not true, 2 being mostly untrue, 3 possible, 4 being mostly true, and 5 being absolutely true 1. I am familiar with some Twi vocabulary 2. I am familiar with Twi grammar 3. I am familiar with Twi sentence structure 4. I am aware the Twi is a tonal language 5. I am familiar with the sounds of letters and words used in Twi 6. I am able to identify when Twi is being spoken 7. I am able to identify dialects that are mutually intelligible with Twi 8. I am able to identify places where Twi is spoken 9. I am comfortable in settings where Twi is spoken 10. I am interested in learning to speak Twi 11. I am interested in learning how to write Twi 12. I am interested in learning how to read Twi 13. I want to learn Twi in order to enhance my relationship with my Ghanaian roots 14. I have a native speaker(s) to serve as a support system and practice 15. I would be comfortable speaking Twi in front of a large group of same level learners 16. I would be comfortable speaking Twi in small groups of same level learners 17. I am comfortable using video equipment such as a web cam for a presentation 18. I am comfortable in fast paced learning environments 19. I am have an intense desire to learn Twi 20. I am highly motivated to learn Twi

Part 2a.2 Needs Analysis Data Report

The needs assessment yield similar answers for some and mixed for others. In the questions referring to their desire and motivation, the answers were primarily 5s or absolutely true. Most students also had a native speaker to practice. Additionally, in the areas of skill development,
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most potential learners were only interested in speaking Twi but were not interested in reading or writing it. There were other questions that identification of places it is spoken and mutually intelligible dialects received the lowest score, mostly 1s. The greatest variation occurred in the categories of content knowledge about the language. These questions referenced sentence structure, phonetics, and being able to identify when the language is spoken. Another mixed result came from the questions about learning, with some people being comfortable in speaking Twi in a large group of same level learners while others were more comfortable in a large setting.

Vocabulary
5 30% 30% 4 3 20% 10% 10% 2 1 30%

Phonetics
20% 20% 5 4 20% 10% 3 2 1

Part 2b. Description of the Learning Context Part 2b.1: Learning context
The learning environment of the students will be a large room in a community center. There will be short four person tables available for use along with a computer that has a projection screen. The class size will be approximately 12-18 students. The tables that the students work at will serve as their small group areas. At the table, the students will be able to face the front of the classroom comfortably for instruction and work in small groups. The teacher will be a native speaker of Twi who prefers the use of videos and collaborative learning models. She will have access to a computer with a projection screen so students are able to see what one is her screen to take notes, view videos, and play online Twi games. In general, the classroom atmosphere will be relaxed and informal, used to make the students feel comfortable and avoid the pressure to perform perfectly.
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Part 2b.2: Transfer context

The students will be able to use what they learned in a variety of settings to interact with other native speakers. The context will be for personal use in setting such as the home where they are exchanging greetings in person and on the phone. Another setting is at social events such as informal outings, church, and meals. The information can also be used when meeting strangers or making new friends as an ice breaker. With more familiar people, it can be used to create a learning opportunity through continued learning or practice.

Part 2c. Description of the Learners

The students will mostly consist of adult learners over the age of 18 who are Ghanaian and Ghanaian Americans. Each person will have a strong desire and are highly motivated to learn Twi. The prior knowledge of the students will vary, however no student has more than rudimentary knowledge of phonetics, the use of tones, or sentence structure. Most students have some level of discomfort when it comes to using a webcam. The students main focus will be on learning to speak the language. The learners are challenged by general anxiety that is natural with learning a new language, along with added pressure because of its significance to their personal life.

Interested In Speaking
0% 0% 20% 5 4 3 2 1

20%

60%

Part 2d. Description of the Learners

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Part 3. Planning Part 3a. Learning Objectives (list)

1. Learners can describe Twi syntax. 1.1 Learners can put words in the proper order. 1.2 Learners can identify parts of a sentence. 2. Learners can raise and lower their voice to emit tones. 2.1 Learners can demonstrate a high tone. 2.2 Learners can demonstrate a low tone. 3. Learners can recognize differences in tone using listening skills to distinguish vocabulary. 3.1 Learners can hear the low tone. 3.2 Learners can hear the high tone. 4. Learners can exchange proper greetings. 4.1 Learners can state opening phrases. 4.2 Learners can ask how someone is doing. 4.3 Learners can respond when asked how he or she is doing. 5. Learners can speak simple sentences. 5.1 Learners can use vocabulary to describe themselves. 5.2 Learners can use vocabulary to describe another person. 6. Learners can use introductory vocabulary correctly. 6.1 Learners can translate introductory vocabulary from Twi to English. 6.2 Students can reply to phrases correctly. 7. Learners can recognize incorrect sentence structure and make corrections. 7.1 Learners can identify correct a sentence that is incorrect. 7.2 Learners can identify when a sentence is out of order. 8. Learners can properly reply to simple phrases spoken by native speakers. 8.1 Students can repeat statements made by native speakers. 8.2 Students can translate the meaning of a phrase for the gist. 9. Learners can properly use the present verb tense. 9.1 Learners can use introductory verbs in a sentence. 9.2 Learners can use a negation with a present tense verb. 10. Learners can describe basic culturally characteristics of Twi. 10.1 Learners can identify the names of people and regions where the language is spoken. 10.2 Learners can name mutually intelligible dialects.

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Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan.

Learning Objective 1.1 1.2 2.1 2.2 3.1 3.2 4.1 4.2 4.3 5.1 5.2 6.1 6.2 7.1 7.2 8.1 8.1 9.1 9.2 10.1 10.2 Bloom Taxonomy Classification Knowledge Knowledge Synthesize Knowledge Evaluate Synthesize Apply Apply Apply Synthesize Synthesize Knowledge Evaluate Evaluate Analysis Comprehension Comprehension Application Knowledge Knowledge Knowledge Format of Assessment Paper and Pencil Paper and Pencil Performance Performance Paper and Pencil Paper and Pencil Performance Performance Performance Performance Performance Paper and Pencil Performance Pencil and Paper Performance Performance Paper and Pencil Performance Paper and Pencil Paper and Pencil Paper and Pencil Description of Test Form Short Answer Labeling Oral Oral True or False List Oral Oral Oral Oral Oral Recognition Items Oral Short Answer Oral Oral Multiple Choice Oral Multiple Choice Labeling Short Answer Sample Items Using the following words, put them in proper sentence order Label each part of the sentence Generate nonsense words using the high tone. Speak a word that uses the low tone The tone uttered was high. Organize the words according to tone beginning with low. Demonstrate two ways to say Good Morning. Ask partner how he or she is doing Respond appropriately to the a person asking who one is doing Construct a descriptive sentence about yourself. Construct a descriptive sentence about yourself Match the Twi word with its English equivalent. Choose the best reply. Revise the sentence and rewrite using the correct order of words Examine the sentence and identify the mistakes Restate the sentence in Twi and respond Translate the sentence and choose the best answer Construct a sentence stating where you live Choose the correct use of negation Identify the places on the map where Twi is spoken. Recall mutually intelligible dialects Page 11

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Part 3c. ARCS Table

Categories & Subcategories ATTENTION A.1. Perceptual arousal Tell little known facts about Twi Share words that sound alike in both languages but mean totally different thing Allow students to freely make mistakes without feeling intimidated Ask the students what is the best way to learn a new language Ask the students how they can use social media to facilitate their learning. Use stories of past learning experiences of learners to illustrate success and warn of failures Vary activities by small group and large group participation Use videos and audio clips to supplement materials Process Questions

A.2. Inquiry arousal

A.3. Variability

RELEVANCE R.1. Goal orientation R.2. Motive matching Give the students the syllabus and ask which parts they would like to focus on Agree at the beginning of class which sections are most important by coming to a group consensus Spend a majority of the class period on those words or topics Give students resources they can use outside of class for further information Allow the students to share why they want to take this workshop and how it will help them

R.3. Familiarity

Ask students at each juncture f they are familiar with the material being learned Ask students to share their experiences

CONFIDENCE Armstead Twi Design Project Page 12

C.1. Learning requirements

Based on the student survey, let students know what proficiency means for each section using a preset rubric Show students as they progress how much they have learned using a goal sheet Model what the students should be doing Provide feedback and encouragement Allow students to determine what areas they need further study At the completion of each section, allow students to review what they know and understand compared to before they started Allow students to discuss who they are most likely to speak to and practice with

C.2. Success opportunities

C.3. Personal control

SATISFACTION S.1. Natural consequences After viewing the videos students will be given constructive criticism by their peers. Students will use the videos to practice at home.

S.2. Positive consequences

Allow the students to view each others video and give feedback.

S.3. Equity

Seeing themselves on video displaying what they have learned creates internal pride and generates encouragement from others

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Part 4. Instructor Guide OUTLINE FOR Instructor Guide

Introduction Instructor introduces his or herself to the class Instructor gives general information about the class Icebreaker activity students to introduce each other Students are given a survey Class decides what areas to focus and the time is divided up accordingly Teacher reviews the basic structure of each section o Instructor led activity o Small group activity o Large group activity o Recap of information

Body Section 1 Introduction to Twi Teacher Led Activity PowerPoint Presentation

Small Group Activity

Origin of the language Mutual intelligible dialects Locations where it is spoken Briefly overview of the phonetic and written structure Briefly overview of the sentence structure

Large Group Activity

Learners discuss what they found most interesting. Learners share new information that they learned Learners share information they know that was not presented

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Teacher asks if anyone would like to share from what they learned or discussed in their groups

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Section 2 Phonetics & Phonology Section 2A Teacher Led Activity Small Group Activity

Present a video of Twi speakers saying the alphabet with the written letters Ask the students if they are able to identify words they already know with the sounds

Large Group Activity Section 2B Teacher Led Activity Small Group Activity

Instructor asks the students to practice reading words in front of the class Explain the meaning of tones Identify 3 tones and how they are noted in spellings Demonstrate words in Twi that use tonal variations Play recordings of commonly used words with the tones

Students work together in groups to practice saying the alphabet sounds and reading words

Large Group Activity Teacher Led Activity Small Group Activity

Give students time to practice identify tones in each word Give students time to practice making the tones

Section 3 Vocabulary Greetings

Students are given tones to identity Students are asked to state a word with a hi low or mid tone Students are given a list of basic greetings for the morning, afternoon, and evening along with the basic responses. Teacher goes through the class asking each student to take a turn pronouncing the words

Large Group Activity

Students role play concentrating on pronunciation

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Students practice role play greetings in front of the class

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Section 4 Syntax

Teacher Led Activity Small Group Activity

Large Group Activity Teacher Led Activity Small Group Activity

Students practice constructing sentence given a small set of vocabulary words extended pass the greetings Students provide one example of negation and one example of a sentence that is formed differently than it would appear in English Teacher gives students basic vocabulary list with definitions Teacher shows video of speakers using the vocabulary on the list

Teacher explains the differences in Twi Syntax from English using the greetings statements Teacher explains how negation is used

Section 5 Vocabulary Subject Verbs Objects

Large Group Activity

Students are given time to practice the vocabulary with their groups One student makes a sentence and the class translates

Section 6 Preparing for the Video

Section 7 Video Feedback

Teacher presents introduction videos done by Twi speakers Gives advice about what to include in the video such as name, occupation, city, family, one interesting thing Students construct short individual script in English and then translates using the list Teacher approves the translation, providing additional words if necessary Students are placed in small groups to practice When ready, students are able to go to the media center to record their video using headphones, mic, and webcam. All the videos are viewed in front of the class Each person is given verbal feedback from their peers and written feedback from the instructor

Conclusion

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Summarize what has been taught in the workshop

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Give positive feedback to the students about their success Ask for student to evaluate the course o Instructor o Pace of the class o Structure o Amount learned o Chances of continued learning

Part 5. Learner Content Part 5a. Learning materials

Books Evangelische Missionsgesellschaft in Basel (2011). English-Tshi (Asante): A Dictionary. University of California Libraries Kotey, P. (2000). Lets Learn Twi-Ma Yensua Twi. Trenton, NJ: Africa World Press Handouts Alphabet- includes all of the letters, phonetic sound, a word, and picture Sentences-example sentences using a combination of common words with and without negation Greetings-commonly used greetings and closing words, phrases, and sample interactions Tones-examples of high and low tones including common words and translations PowerPoint- a detailed introduction to the Twi language including its origin, locations where it is spoken, phonetic and written structure, tones, and sentence structure Videos- Alphabet, Greetings, Common Interactions, Sample Introductions

Part 5b. Formative and/or Summative Assessment materials

Paper and Pencil Tests Alphabet Sounds Recognition Tonal Recognition Sentence Structure Correction Video Introduction Script
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Twi Video Presentation Rubric

Student Name: CATEGORY Vocabulary 4

________________________________________ 3 Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Student is able to accurately answer most questions posed by classmates about the topic. 2 Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Student is able to accurately answer a few questions posed by classmates about the topic. 1 Uses several (5 or more) words or phrases that are not understood by the audience.

Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Student is able to accurately answer almost all questions posed by classmates about the topic.

Comprehension

Student is unable to accurately answer questions posed by classmates about the topic.

Content

Shows a full Shows a good Shows a good Does not seem to understanding of understanding of understanding of understand the the topic. the topic. parts of the topic. topic very well.

Uses Complete Sentences

Always (99100% of time) speaks in complete sentences. Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Mostly (80-98%) speaks in complete sentences. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Sometimes (7080%) speaks in complete sentences. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Rarely speaks in complete sentences.

Speaks Clearly

Often mumbles or can not be understood OR mispronounces more than one word.

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Part 5c. Technology Tool Justification

PowerPoint The purpose of the PowerPoint is to provide a general introduction to the Twi language. It will be bright and colorful, having interactive portions. This technology is used to generate interest and get the attention of the learners. It prepares them to consider the information that they already know and introduces them to the topics that will be explored. Video The videos are used so that the learners can hear and see native speakers. It is essential that they are introduced to a variety of speakers so they can learn by hearing, seeing, and mimicking. The videos can be replayed multiple times to increase learning. Computer and Webcam This technology is used for the final project. It is a way for them to bring together everything that they learned. The videos can be used over and over again for the learners.

Part 6. Formative Evaluation Plan Part 6a. Expert Review

The SME I have chosen for my project is a friend of mine who is Ghanaian. She is actually trilingual, knowing English, Twi, and Fon. I will present these materials to her on April 25 and asked that they be returned on April 27 for her evaluation. The main questions I am looking for her to answer are about the presentation of the information. Is the information accurate and presented in a manner that best prepares students for real world interactions. Is there valuable information missing that should have been included. Most importantly, I would ask for input about the feasibility of the workshop and should any information be excluded.

Part 6b. One-to-One Evaluation

One to one evaluation will occur with a small group of people that have some familiarity with the language. As they work through the learning materials, they can get an idea of the expectations of the students and consider if they were learning the information for the first time. I will have to conduct a survey after the sections. It may better if I focus on a few sections and then ask for a general overview. Critical questions

Is the information presented in a way that clear and understandable?

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Is the time frame allotted for the activities enough for the students to practice and retain the material? Are the students presented with multiple opportunities to learn? Is the instruction engaging?

Part 6c. Small Group Evaluation

I will make modifications as I see fit according to the one-on-one evaluations. The evaluation will take place with two groups of 8 students. I will use this time to examine small group activities. This will take place in the form of observation and analysis of the students discussions and conclusions about the material. For example, are the students in all, most, some or none of the groups processing the information in a meaningful way? Critical questions

Is small group activities an effective way for the students to practice the material? Should students have the same groups or different groups? Should the groups be arranged according to strengths and weaknesses or random assignment? What is the best way to construct the materials so students maximize the learning?

Part 6d. Field Trial

Students will be given a survey to fill out about the class. The questions will relate to how they feel about each topic, the way it was presented, and its relevance to meeting the objectives. Pretests and post-tests will also be given to the students as an assessment tool to determine how much they have learned. Critical questions

What are the general feelings about the material? Was enough motivation and support provided? What are ways the materials and arrangement be revised to meet the objectives and needs of the learners?

Part 7. Formative Evaluation Report 7a Evaluation Survey or Rubric

Statement Learning Objectives Strongly Agree Agree Neutral Disagree Strongly Disagree

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The learning objectives adequately reflect skills that learners can obtain in 3 hours. The learning objectives are relevant to what introductory speakers should learn. The learning objectives are clear. The learning objectives are meaningful. The learning objectives adequately assess learning. Overall, the learning are appropriate for the workshop. Additional Comments:

Course Topics

The course topics are important to introductory speakers. The course topics are relevant to the workshop. All of the course topics are necessary as a part of the workshop. The course topics can be covered in the allotted time period. The course topics and objectives are harmonious. Additional Comments:

Course Design

The course design is easy to understand. The course design can be followed easily by any instructor. The course design flows in a way that makes logical sense. The structure of the course allows students multiple opportunities to practice. The course design is comprehensive. The activities can be realistically completed in Armstead Twi Design Project Page 21

the allotted time frame. Additional Comments:

Materials

The course materials are relevant to the learners. The course materials are accurate. The course materials are free from grammatical error. The course materials adequately support the objectives. The course materials adequately support the course topics. Additional Comments:

Overall

The workshop will facilitate its learning goals. The workshop can be done in the time allotted. The workshop will be beneficial for students and instructors. The workshop provides support for real world interactions. Overall, I am satisfied with the workshop.
Please provide any additional comments for the instructional designer

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Part 7b. Report the results of the expert review

The overall results of the survey were positive. She did an excellent job being fair on the entire project and suggested changes for the project to improve its effectiveness and meet the expectations of the individuals. She stated that sometimes people may think they want a comprehensive understanding of the language, but really most just want to be able to have a decent conversation. She also stated that my project was very ambitious for 3 hours; however she thought that it could be accomplished with some modifications and some dedicated learners. The sections for Course Design and Overall received the highest ratings. She strongly agreed with all of the statements with the exception of the activities being completed in the allotted time frame, which she rated an agree. For the overall section I was rated strongly in all of the categories. The Materials section was, the ratings scaled from strongly agree to neutral. The neutrals were for accuracy and grammatically error free; this is because most of the materials have not been created and are still in theory or developmental form. There were mixed ratings in the Learning Objectives and Course Topics section. The ratings were agree and strongly agree for the Course Topics. She disagreed that all of the topics were necessary as a part of the workshop. Specifically, she stated that so much emphasis should not be placed on the tonal section of the language. For the Learning Objectives section, she agreed or strongly agreed with all of them, but offered most of her advice in this section for some of the objectives. She cautioned that the translation of Twi to English and vice versa was not literal. She stated that the learning material would have to reflect this in a way that did not frustrate the beginning learners. She also stated that the language is rich with proverbs and should be considered when teaching people about sentence structure and meaning. She also stated that there are 3 tones in Twi and sometimes they are very hard to distinguish, especially for beginners. The tones changed according to the adjacent letters and this skill is usually acquired naturally or through mimicking. Her suggestion was to focus less on structure and tones and more on rote memorization.

Part 7c. Comments on Change

There are several recommendations I would make to my project based on her recommendations. The first thing I would do change my objectives. Instead of focusing on the tonal aspect of the language I would change this objective to focus more on the alphabet. Within the instructional body, I would include a section on tones so the students could have some exposure instead of including it as an objective. I would take out the section 2B with the teacher led activity for tones. I would replace it with a section where students were exposed to proverbs, basic sayings,
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and their translation. This would give them a chance to work with the language and see how it is different in translation before getting exposed to large groups of phrases. The overall gist that I got from her comments was to make the workshop simpler. She said that it would be better if the overall workshop practiced on rote memorization with a basic introduction to form. In revising the instructor guide and I would give the students more time to practice their verbal and listening skills.

Part 8. AECT Standards Grid

Professional Standards Addressed (AECT) The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization ID Project X X X X X X ID Project ID Project ID Project ID Project Selected Discussion Forums; ID Project

X ID Project X ID Project

X ID Project X Reading Quiz; ID Projects X (all assignments)

X (all assignments) ID Project X

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3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning

X ID Project X ID Project X

COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design

8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process

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10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. ii. Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication

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AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design 1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.

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1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.
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3.0 Utilization 3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management (none specifically addressed in 503) 5.0 Evaluation 5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. SMET = School Media & Educational Technologies

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