Instructional Design Model ID Quest Reengineered Technological Enhanced Learning Model

Done By: Tamara Millette Karima Mohammed Maxine Suffrien-Arthur Florette Williams

A paper presented in partial fulfillment of the requirements of the course EDID 6503 - Instructional Design Theories, Models and Strategies Trimester I, 2014

University of the West Indies Open Campus

Course Coordinator- Dr. Camille Dickson-Deane Tutor: Dr. Leroy Hill

Date of Submission: April 26th, 2014

Abstract

The ID Quest Reengineered Technological Enhanced Learning Model is a culmination of four models- Cross-Tech Instructional Model, the IM Design 21 Model, the Meaningful Learning in a Reengineered and Technology Enhanced Schemata Model and the Incubation Model, which were previously developed to operate in their respective work environments and now merged on the basis of functionality and strengths. The new model offers todays digital learners a flexible educational environment that caters for their learning preference whilst providing them the skills to operate effectively in the 21st century. The new model initially diagnoses learner needs through a learner profile document and orientation offered to each student. Instructional objectives are developed based on instructional goals as well as students personal or career goals. The instructional strategies to be used include simulation, direct instruction and collaboration. Assessment instruments are then constructed and implemented. Finally, evaluation follows and the process is revised as needs arise. The new work environment- The Caribbean Education Facilities Company Ltd, has emerged as a regional institution comprising of educational institutions in Jamaica, Bahamas and Trinidad and Tobago. The company is divided into three distinct levels with specific educational emphasis: a Secondary level with a technological and technical vocational focus being offered in a classroom-based setting; a Tertiary level that offers short courses, degree and graduate programs via classroom and distance learning; Education and training services for corporate clients. These levels allow for a seamless transition, once the right qualification is obtained.

TABLE OF CONTENTS
The Workplace Environment .................................................................................................................... 4 Similarities and Difference of Work Environment .................................................................................. 8 Similarities and Difference of Instructional Strategies.......................................................................... 11 New Work Environment .......................................................................................................................... 13 The New instructionalModel: ID Quest Reengineered and Technology Enhanced Learning Model16 Justification ............................................................................................................................................... 18 Other Justif cations Of The New Model ..................................................................................... 19 Strategies.................................................................................................................................................... 20 DISCREPANCY ANALYSIS: Differences between the New Model and the Individual Models ..... 22 Conclusion ................................................................................................................................................. 23 Reflections.................................................................................................................................................. 24 REFERENCE ............................................................................................................................................ 26

THE WORKPLACE ENVIRO NMENT

Workplace Environment #1 This institution is a tertiary level institution which caters to students ages 11 to adulthood who are pursuing diplomas in engineering. Learners are classified two groups: full time learners and part time learners. The full time learners have just completed their Caribbean Examinations Council (CXC) examinations and have entered at the diploma level in order to graduate and find a job or to continue their studies in the Degree Programme. The second group of learners, those involved in the part-time Programme has left secondary school for a number of years and is employed in industry. The majority of these students have re-entered the education system to gain certification for the work they are currently performing or to gain promotion. In their first year, the learners are placed in classes of approximately twenty-five students. They are taught mainly by direct instructional methods. Their course of study requires the full time learners to pursue their course for two years (six semesters), whilst the part time students are required to attend for three years (nine semesters). The classrooms contain tables and chairs and are equipped with two whiteboards, a projector screen and in some cases a projector. In those rooms in which there are no projectors, projectors and laptops and speakers can be obtained on demand. Internet is also available in all classrooms via Wi-Fi connections.

Workplace Environment #2 The school is located near the outskirts of the busy city of Kingston. It is very different from the typical school setting in Jamaica because it is located on spacious land with perfect landscaping and all the facilities and resources necessary for total education. The school has 1800 students and 80 teachers, twenty ancillary staff and grounds men, administrative staff, sports coaches and other part-time staff. There are spacious classrooms; two bathrooms on every grade block; a separate house for the creative arts; two art studios for visual arts; two sets of labs for home economics; five computer labs; swimming pool; sports facilities; a very large cafeteria area; well-equipped science labs for each block. The school is outfitted with smart boards which are set up in different audio visual rooms dedicated for teaching and learning. At grade 9, Information Technology becomes compulsory and is taught to all students who are prepared to write the CXC examinations. Students are all expected to participate in nonacademic as well as leadership activities. The rich learning environment fosters growth at above average levels in the students who are generally fast learners and are very eager to learn. Lessons are well planned, some with strong technology integration. Teachers and administrators are trained in the use of technology in the classroom. They all seek to go beyond the traditional methods of teaching, especially because the students themselves are exposed to technology in almost all the areas of their lives. It is hard now to conceive a lesson that does not employ the use of technology.

Workplace Environment #3 XXX High School is a small traditional public school that caters for the learning needs of approximately 112 students. Instruction is typically classroom based and usually teacher centered since teachers are responsible for selecting resources to be used by learners, planning individual lessons, determining instructional strategies and coordinating the learning environment, for example seating arrangements. Class size averages approximately 18 students per class and students are trained in two broad disciplines academic and technical vocational subjects but with a greater bias towards academics. Learner needs are varied, learning styles are mixed, and literacy and numeracy skills are poor for a majority of the students. The institution is staffed by eleven trained specialist teachers in several disciplines, the administration and support staff. The teaching staff is dynamic, that is, it is constantly changing and thus, students are frequently switched from one teaching style to another in the same subject discipline. Seemly, this impacts students learning in the classroom since teaching strategies change as well as content emphasis, even though the delivery of instruction is guided by a standard curriculum for a given discipline. Despite the fact that there are major overlaps in the curricula among the disciplines, there is no collaboration among teachers in relation to planning for or the delivery of instruction.

Workplace Environment #4 Caribbean Airlines is an international airline that is headquartered in Trinidad and Tobago. The internal structure of the airline is divided into functional areas e.g. Finance, Engineering and Commercial Operations. Under the Commercial Operations area fall the sub units of Marketing, Customer Experience and Airport operations. Each of these sub units is responsible for its own training needs. Customer Experience has its own training section that delivers all the training for staff doing reservations, ticketing and airport check in for all new staff members at all stations. The Call Center Department, which is part of the Customer Experience sub unit, receives all inbound calls and conduct reservations and ticketing for individual and corporate customers and groups. Calls are divided within the call center based on domestic (between Trinidad and Tobago) or international service. To be able to function in the Call Center Department, staff must have knowledge of the airlines routes, fares, fare rules, taxes and other charges. Staff must also have knowledge of the companys reservations systems to actually be able to make reservation and provide ticket information to passengers. All new staff members are given three (3) days of classroom training. The classroom training consists of viewing of power point slides introducing newcomers to the aviation industry and its basic terminology and an introduction to the companys reservation system. The second and third day, the new staff members are taught to use the reservation system using a simulated training version. At the end of each day they are assessed via quizzes and situational roles to ascertain the knowledge retained. The new staff members are then assigned to a senior agent within the call center for a further three (3) days of demonstration (listening in). This can always refer to this agent or a center supervisor in the future for help with complicated booking issues.

After this period of training, the new staff members are assigned to calls on the domestic desk for approximately two (2) months and then they are merged into the roster to handle both domestic and international calls. The calls of the new staff are periodically monitored and feedback is provided to assist them in improving their service. Performance is assessed in the call center based on the number of calls per day, the number of dropped calls, the speed at which service is completed, quality of customer service delivery and accuracy of the reservation.

SIMILARITIES AND DIFFERENCE OF WORK ENVI RONMENT

Similarities
Workplace Environment # 4 Workplace Environment # 3 Workplace Environment #1
Student numbers in both _ _ institutions are approximately the same Caters to students at _ the secondary level _ Student numbers in both institutions are approximately the same Caters to students at the secondary level

Workplace Environment # 2

Training created for adults learners _

Training created for learners 17years to adults _

Differences
Workplace Environment # 4 Workplace Environment # 3
Addresses public _ school-age children No mention of the use _ of technology

Workplace Environment #1
Addresses students over 17 years to adults Environment is now introducing basic technology such as internet and Wi-Fi Instructors do not take

Workplace environment # 2
Addresses learners 17 years and under Is a very technological oriented environment

Instructors utilizes technology to their advantage and are trained to use technology

advantage of technology

Learners are employees Only aviation reservations taught

Learners are full time only *A combination of academic and vocational subjects taught, inclusive of IT No mention of any

Learners comprise full and part time Information technology is an optional subject

Learners are full time

Information technology is compulsory for all

Some unwillingness to use the technology

Seems to be very willing to use the technology

attempts to use technology Instruction is classroom based and mainly teacher centered _ Student ability impacted by frequent

Instruction is mainly direct instruction Students are of varying ages

Instruction is heavily embedded in technology Students ages are more consistent

Students are of varying abilities, some students have been out of the school system for a very long time

Students have been in the education system all their lives.

instructor replacement

10 Teaching methods _ change often Students are taught by traditional methods Instructors seek to go beyond the traditional methods of instruction Instruction is work training Instruction is towards vocational and academic skills qualifications (BJC & BGCSE) No collaboration _ among staff in relation to planning Training is very short (3) days. Training occurs for years towards BJC & BGCSE Training occurs for years towards diploma or degree Training occurs for years towards CSEC _ Concerted effort to use technology in teaching Instruction is for tertiary level diploma and degree Instruction is for secondary level: CAPE and CSEC

Table 1 above shows Similarities and Difference between Workplace Environments

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SIMILARITIES AND DIFFERENCE OF INSTRUCTIONAL STRATEGIES

The similarities between each workplace environment instructional strategies provided quite an interesting mix. Lecture method is common to three of the instructional settings, while discussion was present in only two. All four used demonstrations as a method instruction. Field trips were used in two instances only, i.e., in the case of the vocational and academic training and the tertiary settings. Drill and practice were used in three instructional setting except in the training of employees setting where simulation is used more appropriately. Role play is used in two settings that cater for secondary school age students, and explicit teaching is used in three of the four settings. The differences also saw a comparable number as the similarities. Only one instructional setting included peer teaching while still another employed laboratory experimentation for the purposes of satisfying inquiries. Didactic questioning was a strategy used by only those instructors at the tertiary level. In the academic and vocational training setting, prior learning activation is employed. See table 2 shown on page 12 below.

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Instructional Strategies Workplace Environment # 3

Instructional Strategies Workplace Environment # 1 Mastery Lecture

Instructional Strategies Workplace Environment # 2 Lecture

Instructional Strategies Workplace Environment # 4 Lecture

Discussion

Discussion

Demonstration

Demonstration

Demonstration

Demonstration

Field Trip Field Trip *Laboratory (inquiry) Experiment(inquiry)

*Peer teaching

*Simulation _

Cooperative Learning

*Group projects

Drill and Practice Role Play

Drill and practice *Didactic questions

Drill and Practice Role Play

_ Explicit Teaching Explicit Teaching Explicit Teaching

*Prior Knowledge activation * Represent the differences in instructional strategies

Table 2 above shows Similarities and difference between Instructional strategies used in the Workplace Environment

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NEW WORK ENVIRONMENT

All four environments were merged to create the new work environment in the new company Caribbean Education Facilities Ltd. The new company would now become a regional institution starting with schools in Jamaica, Bahamas and Trinidad and Tobago, with view for further expansion in the future. The company will be broken into three areas Secondary level with a technology and technical vocational focus being offered in a classroom setting, tertiary level offering of short courses, degree and higher degree programs via classroom and distance learning and thirdly, education and training services for corporate clients. The levels feed into each other and allows student to move seamlessly from the lower level of learning to the higher levels over time once the right qualification are obtained. (See below Fig. 1 and 2). The new work environment encourages the use of technology by both the facilitators and the learners in achieving the learning objectives. Technology includes the use of laptops, tablets, smart- phones, the internet, online classroom environments and projectors. The new environment is learner centered and will be focused on guiding the learner to achieving learning goals along with meeting their personal career planning goals.

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Figure 1. New Work Environment

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Fig. 3 Flow of Learners through the new environment

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THE NEW INSTRUCTIONALMODEL : ID QUEST REENGINEERED AND TECHNOLOGY ENHANCED LEARNING MODEL

Figure 3. ID QUEST REENGINEERED AND TECHNOLOGY ENHANCED LEARNING MODEL

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1. Determine needs of the learner. This involves generating a typical learner profile and determining what each learner needs to know. The facilitator will seek to ascertain the learning styles and career objective of each learner. Orientation this entails the provision of Microworlds for one semester prior to the start of the program. Disessa (2000 p. 24) defines a microworld as a type of computational document aimed at embedding important ideas in a form that learners can readily explore. The objective is to get learners familiarize themselves with their chosen or intended program of study as well as, the prerequisite skills need to survive the program of choice. 2. Select objectives: This refers to the selection of instructional outcomes and performance objectives which are informed by the curricula instructional objectives and the personal and career goals of the learners. 3. Select strategies integrated with technology and utilize a good mix of interactive and direct instructions. Here careful selection of distance learning techniques must be selected to facilitate the aspects of instruction directed to overseas students. Simulation exercises after demonstrations will be a major feature to facilitate those learners participating in technical and vocational training. 4. Construct assessment instruments. Design formative and summative assessment instruments for the learners and teachers benefit. 5. Implementation of strategies: The strategies must be student oriented. Strategies should be student centered and hands on while also engaging students in the use of technology in and out of the classroom as they problem solve on projects among themselves and via the internet or using promethean boards during a lesson whenever they are available for use.

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6. Evaluate and revise. In order to be successful, evaluation must be done from both the learners and teacher/facilitators perspective. After evaluation the information collected must be reviewed and the plans revised in order to improve the teaching-learning experience.

JUSTIFICATION

The ID Quest Reengineered and Technology Enhanced Learning Model, caters for the needs of the learners in the new regional educational institution - Caribbean Education Facilities Ltd. While it is technologically driven to engage the interest of 21st century digital learners it makes special effort to get to know its learners in order to be able to also cater for the diverse learning styles and special needs of learners. In addition, it simultaneously and aptly takes into consideration the needs of mature learners who are busy workers with families. It thus provides instruction suitable for both face-to-face and online learners. In addition, it employs the use of specialist teachers at the high school levels who are skilled at diagnosing the special needs of students. This would inform instructional planning and implementation. The new model also presents opportunities for the use of a variety of instructional approaches example, inquiry based instruction, problem and project based instruction, computer aided instruction that places students at the center of their learning which would increase learner participation and interaction. Interaction has many benefits and thus the model will ensure Gagnes (1972) five major categories of learning outcomes: 1) Verbal information; 2) intellectual skills; 3) cognitive strategies; 4) attitudes and 5) motor skills (Driscoll, 2000). An interactive lesson will also fascinate students of all ages.

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OTHER JUSTIFCATIONS OF THE NEW MODEL

The benefits of using the new work environment: 1. Learners use the microworlds to make informed decisions on their courses of study this will benefit all stakeholders learners will see learning as more relevant to what they want to achieve, and there will be less dropouts for the administration to deal with. 2. Learners can use a variety of strategies to accomplish their goals 3. Slow learners or even those with additional commitments such as work and family can study at their own pace as long as they complete the given assignments and tasks within the designated semester 4. Students who work in environments where they are required to work offshore or even travel, such as Caribbean Airlines, can study with online materials and listen in to lectures via recordings. They are not placed at a disadvantage. 5. The learners will be more active and responsible for their own progression through the courses whilst benefitting from the direction provided by an instructor. 6. Learners do not need to start from the secondary level (level 1) but can enter from any level if they have the appropriate/equivalent qualifications. 7. All types of learners are catered for visual, auditory and kinesthetic, as a variety of delivery strategies will be used.

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STRATEGIES

The strategies that will be employed are drawn from all four individual models and are a blend of rich strategies suitable for technology-based learning and employing the principles of constructivism. These strategies will allow for different types of engagement that will give desired learning outcomes. Lecture some of the early knowledge was presented in the form of classroom lecture to form the foundation for the following instruction Demonstration the teaching of skill and methods thru examples Drill and Practice to allow the learner to become proficient in the use of the skills taught Explicit Teaching initially the instructor would be very involved in the learning through explanation. The student engages in repeated practice until the instructor is no longer needed Simulation The use of a training modules and microworld to allow for familiarization and practice. Discussion The asking of question by the students to help clarify information or gain further knowledge. Peer Collaboration - working in pairs or small groups to explore concepts and solve problems Feedback provide feedback to the learner regarding the quality of work and guidance on ways to improve.

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Cooperative learning - Slavin, (1987) shows that cooperative learning is a very effective instructional strategy. Wells (1990) further indicated that learners learn to read, write, and think by having meaningful engagements with more experienced individuals who may even be their peers. Research learners are provided with resource material which will allow them to explore the topics using suggested online resources, such as online library catalogues, journals and databases. Inquiry based instruction and learning- where students solve real world problems in a variety disciplines including science

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DISCREPANCY ANALYSIS: DIFFERENCES BETWEEN THE NEW MODEL AND THE INDIVI DUAL MODELS

The new instructional model subsumes the four individual models. However, some differences between the new model and the four models are evident as shown in the table below. New Model Old Models

1. Starts with analysis of learners IM Design 21 and Incubation models begin with the needs identification and selection of objectives and content simultaneously while Schemata model begins by initiating learners into their learning environment via mircroworlds. Here the learner is able to make a choice as to which program best suites him or her 2. Selects objectives based on learning outcomes and learners career goals IM Design 21 model shows staff collaboration to determine overlapping objectives and skills in each discipline that would lend themselves to team teaching and co-teaching. This is followed analyzing learning outcomes 3. No focus is placed on specific content needed for learners Tamaras model uses two major strategies for ensuring learners acquire the skills needed to function efficiently in their environment- observation and assimilation. In addition, the model specifically identifies the knowledge specific for workers on the job training

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4. Reflection not incorporated in new model

IM Design 21 model incorporates opportunity for reflection by both teachers and learners to determine what is working and what is not. Moreover, reflections are shared between peers and teachers as well as, among peers

CONCLUSION

Caribbean Education Facilities Limited allowed for the merging of four different models to create a new integrated learning design. The challenges in creating the new model represented itself in the vastly varied learning environments, the technologies and tools used. The understanding of each environment, the needs of the learners and learning objectives in each model was needed in order to create the new effective model. Collaboration of ideas and cooperation was also an integral part in successfully developing the new environment and model. While some parts of the old models were lost with the merge, the creation of Caribbean Educational Facilities environment and the ID Quest Reengineered and Technology Enhanced Learning Model brought with it new technology, objectives and strategies that were previously lacking in each of the old models.

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REFLECTIONS
Florette Developing a new model with a group called for a lot of collaboration. There was a lot of passing of information among group members and group Skype calls. I had the opportunity to examine individual models presented and to make comparisons. That exercise gave me a peek into the thought pattern of each member and to recognize the differences in opinion on the same issues. Creating the actual new model brought me even closer my group members. More collaboration, more questions, more suggestions, simply, more dialogue. From this exercise, I see that it is now possible for me to do the same in the work situation or for a new client. It is now possible for me to evaluate any work setting and determine the instructional needs. I feel I now have the ability to create an instructional design model for any organization. Tamara The creation of the new model has allowed me to put all that I have learnt throughout the course into use with more ease than expected. I was concerned initially about the ability to merge the environments because they were all so diverse, especially mine, but it made for an even better model. My understanding of learning and the application of instructional design has been refined with this practical application assignment. The team cohesion was excellent and we all contributed effortlessly. Working in a team brought out the best in everyone as we were able to use the strengths of each member as we developed the project. I now feel that I have the ability to put my knowledge and skill to use in any environment to design a new instructional model once required.

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Karima At first, I wondered about the relevance of this assignment and as the team began to discuss it, I thought this would not amount to much. However as we progressed I realized that this was workable and it all began to fall in place quite easily and nicely. One of our team members, Tamara worked in an environment that was very different from the learning environment, but we were able to merge this quite easily and comfortably. Even though the other team members worked in learning environments - our students were of different ages and from different levels. These were our major challenges, but we were able to overcome them quite easily once we put our heads together. In addition, to overcoming the challenges, there was a sense of

accomplishment and gratification as we pieced the model together and all the parts fell into place. This exercise has led me to understand the relevance of the theories learnt in this course and how it can be applied in the learning environment. Maxine Working on this project has enabled me to continue to build on the skills that I have obtained during assignment 3. This experience and knowledge is very applicable to my current work, thus I will continue to try to enhance the skill. One thing that I have learned is that it takes a lot of thought, time and effort and that sometimes you do not need to reinvent the wheel, just think about things a bit differently. Working in a group allows for the sharing of knowledge, skills or point of views that one would not have been considered working alone. It feels great being empowered to consciously and scientifically make changes in teaching and learning that would impact learners in a positive way.

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REFERENCE
Dick and Careys Model (article) retrieved from http://www.personal.psu.edu/wxh139/Dick_Carey.htm Driscoll, M. P. (2000). Psychology of Learning for Instruction. 2nd ed. Allyn & Bacon. Instructional strategies Online (Article, 2014) http://olc.spsd.sk.ca/De/PD/instr/categ.html Slavin, (1987) Slavin, R. (1987). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research. 57 (3), 293 - 336 Smaldino, S. E., Lowther, D. L., Russell, J. D. (2008). Instructional Technology and Media for Learning. 9th Ed. Pearson Educational Ltd. Wells, G. (1990). Talk about text: Where literacy is learned and taught. Curriculum Inquiry, 20(4), 369-405.