Ice breaker Task List

❑ Test your audio, video, and ability to mute/unmute.

❑ Keep your system on mute until you are ready to
speak. You control your microphone by clicking on
the microphone icon.
❑ Make sure your first and last names are displayed
❑ Roll Call #1– Send a “checking in” chat message
sharing one thing that you would like to learn in the
near future (other than instructional design ☺ )
❑ Download IDAs 6 and Case study 3+4 documents
from the course platform if you have not done so
 Week 7
HRD 411 Instructional and Training Systems Design
Agenda
• Housekeeping
• Case study 3
• Formative Evaluation
• IDA 6
• Case study 4
• To do list for next week
• Group meetings
Housekeeping
• IDA 3&4
• Submission was due on June 23
• Feedback will be released in the next 3-4 days (only give feedback on 3+4)
• Start working on IDAs 3 & 4 revision and putting them in a design document format.
• W6 live session recording: Illinois media space
• Due this past week (June 23) in addition to IDA 3&4
• Weekly discussion
• Participation quiz
• IDA 3+4
• Due this week (June 30)
• Weekly discussion
• Participation quiz
• Case study
• Reminders
• Continue work on ePortfolio: citl-info@illinois.edu
• Continue working on your final design document
Look ahead:
• Week 8
• Participation quiz (Due July 9)

• Week 9 (Due July 9)

Instructional Design project (a zip file)
Completed ePortfolio
Team peer evaluation activity
Case study – Due June 30
• You are required to develop and submit an action plan for one of four
case study scenarios.
• Please choose one case study scenario, which you are most interested
in, submit your action plan for the case study scenario.
• This is an individual activity. Please develop your action plan based on
the video lectures, textbook content, reading materials, and in-class
discussions.
• Please refer to each case study scenario for the guidelines of the
assignment submission.
• Rationale
• Proposed Design Decisions
• Resources
• Formatting guidelines: 12 pts, 2 page max, single space, 0.5” margins all
around.
• Steps to get to case study grading rubric: Coursera – Resources – Case
studies – case study rubric
ePortfolio
• Due July 9
• For final submission, you have to have at least
three pages:
• Welcome, About Me, and Instructional design pages
• Proper content should be sufficiently included. For
details, please refer to: https://illinois.digication.com/e-
porfolio-sample/home/published

• Review Criteria
• https://illinois.digication.com/e-porfolio-sample/rubric-
1/published
ePortfolio – about the
instructional design page
• The page can include:
• Design thinking and skills: description of your group’s project
such as project introduction, context and highlights of the
project deliverable. Artifacts and a narrative explaining the
artifacts must be included to demonstrate your design thinking
skills.
• Artifacts: screen shots ; link to your course site, ..
• From the ID project, the minimum artifacts to be included are
instructional strategy and sample instructional package.
• The design thinking page, excluding artifacts, should not
exceed the 300-word limit.

• Digication issue: citl-info@illinois.edu

Final Instructional Design Project
• Due July 9
• Submit Individually
• Two documents
• Design document (one per group)
• Instructional package (individual instructional unit)
• Use a zip file (the Coursera platform only allows one file)
• Please don’t submit it as the IDAs – instead
summarizing it into a design document format
(please see the example online)
Instructional package – for your ID
project
• Instructional materials – at least one major material per unit
(individual responsibility) and the remaining should be
clearly listed in a separate document
• Assessments – at least one assessment per person if there
are multiple planned in the design document (individual)
• Course management information – can be optional
depending on your project context (individual - group)
* Your individual contribution to IDA 5 section/instructional
package must be clear.

Dick, Carey & Carey

Additional resources: instructional
design theories and models
• Bonk, C. J., & Khoo, E. (2014). Adding some TEC-VARIETY: 100+ activities for motivating and retaining learners
online. OpenWorldBooks.com and Amazon CreateSpace. Note: Free eBook available at: http://tec-variety.com/;
Paperback http://www.amazon.com/dp/1496162722/ and Kindle http://www.amazon.com/dp/B00KJ1FAC8
• Bonk, C. J., & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying,
and doing. San Francisco, CA: Jossey-Bass.
• Dick, W., Carey, L. C., & James, J. O. (2015) The systematic design of instruction (8th edition). Boston, MA:
Pearson.
• Herrington, J., Reeves, T., Oliver, R., (2010). A Guide to Authentic e-Learning. Routledge.
• Jonassen, D. H. (2010). Learning to solve problems: A handbook for designing problem-solving learning
environments. Routledge.
• Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York NY:
Springer.
• Merrill, M. D., & Twitchell, D. (1994). Instructional design theory. Educational Technology.
• Reigeluth, C. M. (Eds.). (2013). Instructional-design theories and models: A new paradigm of instructional
theory, Volume II. Routledge.
• Reigeluth, C. M., & Carr-Chellman, A. A. (Eds.). (2009). Instructional-design theories and models, volume III:
Building a common knowledge base. Routledge.
• Reiser, R. A., & Dempsey, J. V. (Eds.). (2012). Trends and issues in instructional design and technology. Boston,
MA: Pearson.
• Van Merriënboer, J. J., & Kirschner, P. A. (2017). Ten steps to complex learning: A systematic approach to four-
component instructional design. Routledge.
Catch up from last week
Why Change Management
Why Change Management
• To meet the expectation of the stakeholders and
clients
• To facilitate the learning- and performance-
improvement process intended by instructional
design deliverables
• To optimize the impact of the instructional design
deliverables
• To include stakeholders before, during and after the
change process intended by the instructional
design deliverables
• To foster a culture of embracing change among all
stakeholders
Processes of CM
Case Study 3-
Implementation
Case information
• New hire orientation
• Currently blended approach
• Complaints
• Lack direct interaction to leaders
• Equity issues
Implementation Case Study Scenario
• As a group, please choose three questions and discuss them.
1. What is the problem to be solved in this scenario? As an
instructional designer, how would you approach this situation?
Identify the key issues that you must consider as you decide what to
do next.
2. What is the strength(s) of the current onboarding training? What
is/are the unanticipated problem(s) while implementing
the onboarding training? And what would be some possible causes
of the addressed problem(s)?
3. What are the factors to be considered for planning
and implementing the change management in this scenario?
4. What are some questions that will help your investigation? How
would you gather the data regarding the perspective on the current
training method? How would the gathered data influence on the
change management in this particular scenario?
5. What are some potential challenges that you and your team expect?
6. So what solutions to the given problem presented would you suggest
to your supervisor and client?
Debrief of Case 3 Discussion
What is the problem to be solved in this scenario? As an
instructional designer, how would you approach this situation?
Identify the key issues that you must consider as you decide
what to do next.
What is the strength(s) of the current onboarding training?
What is/are the unanticipated problem(s) while implementing
the onboarding training? And what would be some
possible causes of the addressed problem(s)?
What are the factors to be considered for
planning and implementing the change
management in this scenario?
What are some questions that will help your investigation?
How would you gather the data regarding the perspective on
the current training method? How would the gathered data
influence on the change management in this particular
scenario?
What are some potential challenges that you and your team
expect?
So what solutions to the given problem presented would you
suggest to your supervisor and client?
Week 7 on Coursera
• ISD implementation/Project management/ Evaluation
• Videos
• Talent management/Project management/ Evaluation
• Discussion activity: Instructional Design
• Module 7 participation quiz
• IDA 6
Formative Evaluation
Why formative evaluation?
Why formative evaluation?
• To obtain data that can be used to revise the instruction to
make it more efficient and effective.
• To make Instruction free from errors
• So that Learners will like the Instruction
• So that Learners will learn from the Instruction
• The sooner we begin the evaluation, the less
costly the revision activities will be

Dick, Carey and Carey

What kinds of questions would guide
your formative evaluation effort?
Formative evaluation questions
• How effective is this instruction at this stage of
development?
• Is the instructional content accurate and easy to
understand?
• What have the learners learned?
• How usable is the instruction/instructional materials?
• How easy and user-friendly is it for learners to use the
media developed?
• How motivational is the instruction?
• In what specific ways can the instruction be
improved?
Phases of formative evaluations
• Design reviews
• Expert reviews
• One-to-one evaluations
• Small-group evaluations
• Field trials
Field Trial
• To see whether the instruction can be used in the intended
context
• To validate the instruction with a large enough sample of the
learners
• Work with 30 learners or the number depending on projects
• More complete instructional materials as well as assessment
instruments
• Data: performance, attitudes, observation, and interviews
• Documenting/training in order to prepare the
instructors/trainers on how to deliver the instruction and use
the instructional materials
• Instructors/trainers implement the instruction
• Designer coordinates the data collect effort and observes the
instruction
FE: web-based writing software
• A procedural training tool for primary school aged
students to help improve their writing abilities
• Developed by expert writing teachers to help
students visualize the writing process
FE Purpose
• Purposes: to help guide key decisions that must be
made about this software regarding its integration
into curriculum as well as providing decision
makers with accurate information regarding
potential instructional enhancements that should
be made to this software.
FE Decisions/Questions
• How should teachers be prepared to implement FE with their students?
• What levels of computer literacy do the teachers who will implement FE already possess?
• How much time is needed for teachers to learn the FE software?
• How easy is it to implement the FE software with students?
• What access to technology is available for students who will use FE in school and at home?
• How should students be prepared to use FE?
• What levels of computer literacy do the students possess?
• What do the students already know about the writing process?
• How should the FE be integrated into the normal language arts curriculum?
• Which instructional activities already used by teachers are appropriate to integrate with the FE
software?
• How many times per week do teachers wish to use FE with their students? How often do they
actually do so?
• How feasible is it to recommend using the FE software at home or in after school programs?
• How much do students like writing with the Fe software?
• How easy and clear are the Tips for Topics section for students to understand and follow?
• To what extent do teachers feel that FE decreases or increases their workload?
 Data Collection Methods
Methods Teachers Students Interviews Interview Focus group Observation
questionnaire questionnai with FE with principal with teachers of students
re clients

What levels of computer literacy do the teachers who will X

implement FE already possess?

How much time is needed for teachers to learn the FE software? X X

How easy is it to implement the FE software with students? X

What access to technology is available for students who will use X X
FE in school and at home?
What levels of computer literacy do the students possess? X X
What do the students already know about the writing process? X X

Which instructional activities already used by teachers are X

appropriate to integrate with the FE software?
How many times per week do teachers wish to use FE with their X X
students? How often do they actually do so?

How feasible is it to recommend using the FE software at home X X

or in after school programs?
How much do students like writing with the FE software? X X X

How easy and clear are the Tips for Topics section for students X X
to understand and follow?
To what extent do teachers feel that FE decreases or increases X
their workload?
Group discussion
• What phase of formative evaluation is the most
relevant for your group project?
• For the selected formative evaluation approach,
what are 3-5 major evaluation questions you would
like to ask?
• What kind of data collection would you do?
• How would you analyze your data?
• Who would be the participants?
Resources
• Evaluate it Now
• http://www.evaluateitnow.com/downloads.html
IDA 6
• Select one evaluation phase (one out of the four
questions)
• Thorough description of the evaluation plan
including processes (environment, time, etc.) and
participants
• Questions to be answered characteristics of materials,
learners’ characteristics procedures to be followed, data
display plan, interpretations and revisions plan.
• Actual tools to be used for evaluation including a
thorough description of tools
• Plan: Summary of evaluation data and associated
revisions made to instruction.
Case Study 4
Evaluation Case Study Scenario
As a group, please choose two questions and discuss them

• What is the problem to be solved in this scenario? As an instructional

designer, how would you approach this situation? Identify the key
issues that you must consider as you decide what to do next.
• What would be some possible causes of the low participation of
certain groups of employees in the evaluation? Specifically, what
would cause the low participation rate among URM? (Please think
about this before you design a method for gathering information.)
• What are some questions that will help your investigation? How would
you gather information regarding the low participation rate in the
evaluation? How would the gathered data influence on improving the
low participation in the evaluation?
• What are some potential challenges that you and your team expect?
• So what solutions to the given problem presented would you suggest
to your supervisor and client?
To do list for week 8
• Evaluation plan/Finishing up the course
• Article – Evaluation (ARCS) – read it before come to
class
• Identify one how-to video in Youtube and watch it.
• View the last video in week 8
• Continue to work on your ID project
• Discussion participation (W7)
Group meeting
• Discuss IDA 5 & 6
Q&A
Who to Contact

Course • Your grades or assignments

Professor • A private issue that only affects you

Teaching • Course questions

Assistant • Technical Issues

Online • Course registration

Learning Team • Program planning