EDID 6503 Project Presentation

TKMJ Ed-Designers Ltd.

General Meeting to Launch Instructional Model

April 22, 2014

Background
TKMJ Ed-Designers Ltd is a newly formed Consultancy firm. The partners come from four unique backgrounds Education and Auditing (public sector); Accounting and Retail Merchandising (private sector).

The partners merged resources to facilitate an offering of a higher quality of instruction to both the private and public sectors.

Background continued ..
The firms services extend to both the public and

the private sector and include: The co-ordination and supervision of instruction. The design and implementation of instruction. The provision of remedial solutions for existing breakdowns in instructional design structures.

Background continued ..
Training and implementation computerised accounting software.

The provision of tutorial services.

Supervisory management - internship program in merchandising.

Background Continued..

Given the partners diverse training and instructional backgrounds the best features from the existing instructional models from their original work environments was used to form a new universally applicable model.
The nature of the company would allow interaction with diverse working environments.

Justification for the Design

A systematic

approach in phases. Allowances for flexibility in its application in accordance with the varied work environments. Consideration of motivational and emotional aspects as they impact instruction. Inclusion of information technology into instruction.

Model further influenced by:

Kellers ARCS Model of Motivation

Astleitners Principles of Effective Instruction

The TKMJ Consolidated Instructional Model

The TKMJ Consolidated Instructional Model

1. PLAN 2. DEVELOPMENT

3. IMPLEMENTATION

5. FEEDBACK

4. EVALUATION.

Phase 1 : Plan
Analysis

- Learners - styles, attitudes, general abilities, required skills

-

Content - ascertain content specifications, available and required resources, rules, regulations, generally accepted standards, curriculum guides. Goal Determination Performance Motivation Emotion

Phase 2. Development

Instructional Strategies/Methods - Techniques - Technological tools - Motivation - Emotion - Pace/timing

An eclectic approach taken to ensure a best fit of the instruction.

Phase 3. Implementation
Timetable Preparation

of the learners to receive the instruction Application of the pre-determined instructional strategies/methods Teaching in action

Phase 4. Evaluation
Activities are measured against the defined objectives using formative and summative evaluation procedures. These are applied during this phase to provide answers for the following questions. Were performance objectives met? Were strategies, methods, techniques, resources appropriate, effective and relevant? Were the desired outcomes achieved?

Evaluation continued
Was instruction emotionally sound? Were learners/instructors motivated? Was there adequate and proper infusion of technology? Was the overall delivery of instruction effective and efficient?

Phase 5.

Feedback

Feedback will take the form of: Reports Recommendations Reviews Self-assessment / reflections Reward Discussions Shared experiences The feedback will inform adjustments or modifications to the plan, development and implementation stages.

References

Astleitner, H. (2000). Designing emotionally sound instruction: The FEASP Approach. Instructional Science 28: 169198, 2000. Netherlands: Kluwer Academic Publishers. Fleming, M. & Levie, W.H. (Eds.) (1993). Instructional Message Design : Principles from the Behavioral and Cognitive Sciences. Englewood Cliffs, N.J. : Educational Technology Publications. Reigeluth, C.M & Carr-Chellman, A.A. (Eds.) (2009). Instructional-Design Theories and Models: Building a Common Knowledge Base, Vol. III. New York and London: Routledge.

Appendix 1

Appendix 2
The Empiricist Approach

Observe

Participate

Analyze

Appendix 3
The IAUDS Model

TEST EVALUATE
FAMILIARIZE

PLAN MONITOR ANALYZE

REVIEW REPORT PREPARATION

DISSEMINATE

ASSESS

Appendix 4