ISD Grid and Front End Analysis - ID WERKZidwerkz.com/MasterPort/content/MJJohnson_ISD Grid.pdf ·...

ISD Grid and Front End Analysis

Michael James Jayme Johnson

EDIT 285 • Spring 2008

March 10, 2008

Executive SummaryThe following report is intended to provide you with a general understanding of the

instructional problem and the target learners so that you can evaluate the situation and

planned course of instruction.

The instructional problem centers around an emerging practice known as podcasting. As

an innovative and popular means of acquiring information among modern students, it is

natural for instructors to consider podcasting as a means of providing instructional content.

As the means of producing podcasts continues to simplify and proliferate throughout the

software we use, more people who know little or nothing about producing high quality

digital content are now able to share their work with the multitudes. This creates a problem

for the target learners who for various reasons are unable to use the instructional materials.

With a basic understanding of the best practices for podcasting, content creators can

alleviate many of the barriers to effective education and increase the overall quality of their

podcasts in the process.

Contents

ISD Grid and Front End AnalysisExecutive Summary ............................................................................ iiProblem Statement ..............................................................................1

Introduction .....................................................................................................1Condition .........................................................................................................1Criterion...........................................................................................................2Possible Causes ................................................................................................2Symptoms ........................................................................................................2

Learner Analysis .................................................................................3Primary Audience ............................................................................................3General Learner Characteristics ........................................................................3Basic Learner Qualifications .............................................................................3Prior Experience ...............................................................................................3

Contextual Analysis .............................................................................4Orienting Context .............................................................................................4Instructional Context ........................................................................................4Transfer Context ...............................................................................................4

Task Analysis .....................................................................................5Course Map .......................................................................................8Formative Evaluation Plan .................................................................. 10

Purpose .......................................................................................................... 10Audience ........................................................................................................ 10Issues ............................................................................................................. 10Resources ....................................................................................................... 10Evidence ........................................................................................................ 10Data-gathering Techniques .............................................................................. 10Analysis ......................................................................................................... 11Reporting ....................................................................................................... 11General Interview Questions: .......................................................................... 11

Summative Evaluation Plan ................................................................. 12Summative Evaluation Instrument .................................................................. 12

Michael James Johnson, EDIT 285, Spring 2008

Page 1

Problem Statement Podcast creators need to know the best practices for creating podcasts in educational

contexts so that minimum standards of quality, access, usability and legal statute can be

adhered to.

Introduction

Podcasting has come to be a popular term among educators in recent years, gaining

attention as a potential means for distributing educational content. There are many

appealing aspects of using podcasting for educational purposes, including the ease of

creation offered by many popular commercial software applications, the budget-friendly

potential to create podcasts with nothing more than a text editor and free software

downloaded from the internet, and the obvious growing popularity of the podcast medium

among the target learners. For these and other reasons, many people have begun creating

educational podcasts, with the resulting quality and usefulness of these creations spanning

the entire spectrum. It quickly becomes clear that certain common attributes characterize

the more popular and effective podcasts, and these characteristics represent the evolving

definitions of best practices for creating podcasts in educational contexts. Recognizing

that all podcasts are basically digital media at their core, the best practices for producing

podcasts in educational contexts begins with the best practices of each specific media type

in conjunction with basic standards of usability and legal compliance. It is convenient to

organize these best practices according to the general concerns that apply to all podcasts

followed by the concerns related to the specific digital media of text, audio, video, and PDF.

Condition

The best practices for creating podcasts are not understood or adhered to, resulting in the

creation of ineffective educational materials.


Page 2

Criterion

Podcast creators should understand and follow the best practices for using podcasts in

education.

Possible Causes

Among the many different possible causes of podcast creators not understanding or

following the best practices for creating podcasts in educational contexts are:

a general lack of awareness of what the best practices are

unfamiliarity with technology used to create digital media

poor understanding of distance education theory

lack of resources

insufficient administrative support

Symptoms

Podcasts are being produced for use in an educational context, and they present a wide

range of usability and educational value- with an unfortunate tendency towards the negative

end of the spectrum.


Page 3

Learner Analysis

Primary Audience

The primary audience for this instruction is educators with an interest in using podcasting,

and media and technology specialists who facilitate the creation and use of podcasting as an

educational technology.

General Learner Characteristics

Age: 21 to 65.•

Gender: Approximately 20% Male and 80% Female.•

Education: Various levels of education, from High School Graduate to Post-•

Graduate and PhD’s.

Technological expertise: Amateurs to Power Application Users to System •

Administrators.

Work experience: 1 week to 25 years.•

Basic Learner Qualifications

The learners will all be an expert in either a specific academic subject area or in a technical

or media-production context. Ideally there will be a cooperative effort between academic

subject matter experts and technical or media-production specialists to create educational

podcasts, but there will be cases in which podcasts are created on an individual basis.

Prior Experience

Learners prior experience spans a wide range of potential domains, some will have a

traditional educational background from academe while others will be more familiar with

industry and for-profit models of operation. It is expected that learners will have completed

the earlier module “Podcasting and Its Use in Distance Education”.


Page 4

Contextual AnalysisThe contextual analysis for this instructional problem centers around the use of podcasting

as an instructional technology to either support traditional face to face education or as part

of a distance education program. The delivery of instruction will be through the electronic

learning management system Blackboard, and will be a one-hour long self-guided learning

module. The context for transfer of information will primarily be electronic media, but there

will also be paper-based versions of the materials as an option for students.

Orienting Context

The learners will either have an immediate need to understand the best practices of

podcasting or they will be preparing to begin using podcasting as an instructional

technology. The instructional problem is concerned with the general theories regarding the

best practices for using podcasts as an instructional technology, and this module is intended

for those seeking a basic overview of the issues related to podcasting and those who are

questioning the need for best practices.

Instructional Context

The instructional unit is housed in the electronic learning management system Blackboard,

and is currently intended to be part of an exploration of interactive distance learning

technologies. However, the module will be designed and constructed in a way that will allow

for it to function independently of the current course framework with little alteration or

modification.

Transfer Context

The transfer context will be through electronic document interactions as well as online

communication through discussion groups.


Page 5

Task AnalysisBest Practices for Using Podcasting as an Instructional Technology

I. Understand the general considerations for podcasting.

A. Usability

B. Legal Concerns

C. Logistical Support

D. Scalability

II. Understand the basic media-specific considerations for podcasting.

A. Text

B. Audio

C. Video

D. PDF

Inst

ruct

iona

l Goa

l: U

nder

stan

d th

e be

st p

ract

ices

for

usin

g po

dcas

ts a

s an

inst

ruct

iona

l tec

hnol

ogy.

INST

RU

CT

ION

AL

STR

AT

EG

Y

Task

sIn

stru

ctio

nal O

bjec

tive

sPe

rfor

man

ce-

Con

tent

M

atri

x

Init

ial P

rese

ntat

ion

Stra

tegy

Gen

erat

ive

Lear

ning

St

rate

gyA

sses

smen

t It

em(s

)

1.)

Rev

iew

var

ious

le

gal c

onsi

dera

tion

s re

late

d to

po

dcas

ting

.

Kno

w th

e le

gal c

once

rns

surr

ound

ing

podc

asti

ng.

Fac

t - R

ecal

lO

verv

iew

of

diff

eren

t le

gal r

equi

rem

ents

for

podc

asts

in e

duca

tion

al

cont

exts

.

Org

aniz

atio

n of

dif

fere

nt

lega

l req

uire

men

ts

acco

rdin

g to

the

spec

ific

le

gisl

atio

n.

Mul

tipl

e C

hoic

e an

d T

rue/

Fal

se

test

.

2.)

Det

erm

ine

the

scal

abili

ty n

eeds

.C

onsi

der

the

natu

re o

f yo

ur p

odca

st a

s w

ell a

s th

e lo

ngev

ity

and

scop

e of

you

r in

form

atio

n, th

us

iden

tify

ing

scal

abili

ty n

eeds

.

Con

cept

- A

pplic

atio

nO

verv

iew

of

typi

cal

conc

erns

rel

ated

to

long

evit

y an

d sc

ope

of

info

rmat

ion.

Iden

tify

ing

and

expl

aini

ng

the

vari

ous

conc

erns

re

late

d to

long

evit

y an

d sc

ope

of in

form

atio

n.

Iden

tify

and

list

sc

alab

ility

nee

ds.

3.)

Ens

ure

usab

ility

of

podc

ast.

Rec

ogni

ze p

oten

tial

issu

es

that

mig

ht a

ffec

t the

us

abili

ty o

f a

podc

ast.

Con

cept

- A

pplic

atio

nO

verv

iew

of

com

mon

co

ncer

ns a

nd is

sues

su

rrou

ndin

g us

abili

ty o

f po

dcas

ts.

Iden

tifi

cati

on o

f po

tent

ial

usab

ility

issu

es fo

r po

dcas

ts in

edu

cati

onal

co

ntex

ts.

Iden

tify

and

lis

t usa

bilit

y co

ncer

ns.

4.)

Det

erm

ine

the

avai

labl

e lo

gist

ical

su

ppor

t.

Rec

ogni

ze a

nd id

enti

fy

avai

labl

e an

d ne

eded

lo

gist

ical

sup

port

.

Con

cept

- A

pplic

atio

nO

verv

iew

of

typi

cal

logi

stic

al s

uppo

rt

need

s fo

r po

dcas

ting

in

educ

atio

nal c

onte

xts.

Iden

tifi

cati

on o

f su

ppor

t ne

eds

and

who

will

pr

ovid

e th

e va

riou

s lo

gist

ical

sup

port

nee

ded.

Iden

tify

and

list

lo

gist

ical

sup

port

ne

eds,

indi

cati

ng

the

resp

onsi

ble

part

ies

for

each

ne

ed.

5.)

Rev

iew

com

mon

st

anda

rds

and

best

pr

acti

ces

for

text

-ba

sed

med

ia.

Und

erst

and

the

issu

es

surr

ound

ing

text

-bas

ed

podc

asts

.

Con

cept

–

App

licat

ion

Ove

rvie

w o

f ty

pica

l bes

t pr

acti

ces

for

text

-bas

ed

med

ia.

Rev

iew

dif

fere

nt e

xam

ples

of

text

-bas

ed m

edia

that

ill

ustr

ate

the

best

and

w

orst

pra

ctic

es.

For

mat

a s

impl

e bl

ock

of te

xt a

nd

send

it to

the

inst

ruct

or.

6.)

Rev

iew

com

mon

st

anda

rds

and

best

pr

acti

ces

for

audi

o-ba

sed

med

ia.

Und

erst

and

the

issu

es

surr

ound

ing

audi

o-ba

sed

podc

asts

.

Con

cept

–

App

licat

ion

Ove

rvie

w o

f ty

pica

l bes

t pr

acti

ces

for

audi

o-ba

sed

med

ia.

Fin

d sp

ecif

ic in

form

atio

n fr

om s

ampl

e au

dio

file

s.M

ulti

ple

Cho

ice

and

Mat

chin

g te

st.

INST

RU

CT

ION

AL

STR

AT

EG

Y

Task

sIn

stru

ctio

nal O

bjec

tive

sPe

rfor

man

ce-

Con

tent

M

atri

x

Init

ial P

rese

ntat

ion

Stra

tegy

Gen

erat

ive

Lear

ning

St

rate

gyA

sses

smen

t It

em(s

)

7.) R

evie

w c

omm

on

stan

dard

s an

d be

st

prac

tices

for v

ideo

-ba

sed

med

ia.

Und

erst

and

the

issu

es

surr

ound

ing

vide

o-ba

sed

podc

asts

.

Con

cept

–

App

licat

ion

Ove

rvie

w o

f typ

ical

bes

t pr

actic

es fo

r vid

eo-b

ased

m

edia

.

Iden

tify

pote

ntia

l iss

ues

with

vid

eo, i

nclu

ding

whe

n an

d ho

w m

uch

vide

o to

us

e.

Mul

tiple

Cho

ice

and

Mat

chin

g te

st.

8.) R

evie

w c

omm

on

stan

dard

s an

d be

st

prac

tices

for P

DF-

base

d m

edia

.

Und

erst

and

the

issu

es

surr

ound

ing

PDF-

base

d po

dcas

ts.

Con

cept

–

App

licat

ion

Ove

rvie

w o

f typ

ical

bes

t pr

actic

es fo

r PD

F-ba

sed

med

ia.

Try

to in

tera

ct w

ith d

ata

in

diffe

rent

PD

F do

cum

ents

. M

ultip

le C

hoic

e an

d M

atch

ing

test

.


Page 8

Course Map

I. Module 1: General Considerations Part 1

A. TOPIC 1: Legal Concerns

1. Self Test1

B. TOPIC 2: Scalability

1. Self Test 2

C. REVIEW: Topic 1 & Topic 2

II. Module 2: General Considerations Part 2

A. TOPIC 1: Logistical Support

1. Self Test1

B. TOPIC 2: Usability

1. Self Test 2

C. REVIEW: Topic 1 & Topic 2

III Module 3: Media-Specific Considerations

A. TOPIC 1: Text

1. Self Test1

B. TOPIC 2: Audio

1. Self Test 2

C. TOPIC 3: Video

1. Self Test 3

D. TOPIC 4: PDF

1. Self Test 4

E. REVIEW: Topic 1 & Topic 2


Page 10

Formative Evaluation Plan

Purpose

In order to ensure concise yet comprehensive coverage of the topic and to maintain sound

instructional design practice, I will submit this plan for instructional design to my colleagues

and peers for their varied feedback.

Audience

The primary audience for this evaluation is a small collection of specialists with extensive

backgrounds in a wide variety of educational contexts. I will share the ISD Grid and Task

Analysis together with an interview to identify weak and strong points of the plan and

identify areas for enhancement.

Issues

The key issues for this evaluation revolves around providing a basic introductory perspective

on the concepts of best practices, as a lead-in for more detailed examinations of the different

aspects of using podcasting as an instructional technology..

Resources

Communications technology in conjunction with electronic and printed representations of

specific objectives and planned instructional design.

Evidence

The audience for this evaluation will be provided with a copy of the instructional objectives

and planned instructional design, and they will use personal experience and first-hand

knowledge to respond to interview questions.

Data-gathering Techniques

I will conduct personal interviews in combination with a guided review of the instructional


Page 11 objectives and instructional plan as a means of evaluation. I will provide the participants

with copies of the specific objectives and planned instructional design.

Analysis

Because of the qualitative nature of this data, I will try to identify trends and patterns

throughout the common questions, while gleaning specialized feedback from the

background-specific expertise of my interview subjects.

Reporting

The formative evaluation will be included as an appendix in the final instructional design

report, upon final completion of all research, development and design of instructional

materials.

General Interview Questions:

What is your overall impression of the instructional plan?1.

Is there any element you would add to the plan?2.

What would you change or take away from the plan?3.

Do you think the planned instruction is appropriate for the intended audience?4.

Do you get a good sense of how the instructional materials will support the 5.

instruction?

Do you get a good sense of how the instructor will present the information and guide 6.

the instruction?

Do you think one hour to deliver the planned instruction is adequate?7.


Page 12

Summative Evaluation PlanThe summative evaluation will use a slightly modified version of the standard evaluation

instrument used for six-hour face to face instruction. A PDF-based evaluation instrument

will be used with an electronic submittal option.

Summative Evaluation Instrument

Please answer the following questions:

1) Instructions for the training were presented clearly:

1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree

2) Instructors answered all questions:

1 = Strongly disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly agree

3) Training period was:

1 = Too short 2 = A little short 3 = Just right 4 = A little long 5= Too long

4) Training pace was:

1 = Too fast 2 = A little fast 3 = Just right 4 = A little slow 5= Too slow

5) Effective instructional methods were used:


6) Instructors were responsive to my unique needs:


7) Training was relevant to my professional needs:



Page 13

8) Training guides were clearly/accurately written:


9) Training overall usefullness was:

1 = Very useful 2 = Somewhat useful 3 = Neutral 4 = Useful 5 = Very Useful

10) Instructors were courteous and professional:


11) My skill level with the subject matter(before training)

1 = Not skilled 2 = Somewhat skilled 3 = Neutral 4 = Skilled 5 = Very skilled

12) My skill level with the subject matter(after training)

1 = Not skilled 2 = Somewhat skilled 3 = Neutral 4 = Skilled 5 = Very skilled

13) I would like more training in this subject:


14) How much support do you anticipate needing in the subject?

1 = Little 2 = Some 3 = No support 4 = Occasional support 5 = Lots of support

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