Paul Mpanga

Instructional Design Class

Final Project.
Evaluation
1a. how well do you think this project will be received by your intended learners?
I think this project will well be received because it has also helped me, learn how to take
receive new things. I believe I can use the same model to teach anything.
1b. Are you confident that the learners will achieve the intended outcomes? Why or why not?
I am very sure the learners will achieve their intended outcome because I have done an
intensive study of my learners and I have included all the depth of my learners. Again this
model is a cycle, it dont stop.
Yes I am sure.
1c. what barriers to a successful implementation do you envision, if any? Barrier here that I can
fore-see is time, I could need more time to get my desired learning pace after that, once they it.
It is all well.

2a. what parts of this course were most interesting to you?

Instructional design models, Blooms taxonomy; this is a great though process, that has been
going on around my life but I had never seen it in this way. Learners analysis was also good;
how to discern your learners and come up with the best method was interesting.
2b. What was your most exciting learning experience?
Most exciting learning experience was ARCS Model of motivation. How to gain and keep
attention during the learning experience. Attention, Relevance, Confidence, Satisfaction

2c. What are you curious to learn more about with regard to instructional design? Yes I want to
keep practicing Instructional design and take advantage of it. I have a non-profit organization
with local and international projects in very poor countries. I teach widows, former child
soldiers, orphans, youth, and leaders how to have good effective communities. I want to adopt
instructional design to design teaching methods that are custom to different target groups. I
believe it will be cool.

LEARNER CHARACTERISTICS CHECKLIST

International college students from Uganda will be learning effective ways of how to write
paper with APA writing style using MS word.

1. Cognitive Characteristics:
General aptitudes;
Ask the student individual questions about their writing style and level. The way they answer
the questions will help you classify them into different classes.
Functional literacy;
Finding out the students reading ability, this helps you know how to design the class.
Computer literacy;
The student has to at least display the basic knowledge of MS word. If they do not have a clue,
you can then advise them accordingly.
Learning styles;
Ugandan school system is very limited. Their learning style is limited to only one type (taking
notes). If I am to develop this class, I have to give the students the different choices, allow them
to be comfortable with these variety. After, I can know each students style and help them
accordingly.

2. Personality Characteristics:
Motivation to learn;
These students need to know you care about their learning. Many of international students
have a lot going on in their live. Most of the students have heard prior education before they
came to America. Some are degree holders etc., but unfortunately much of their education is
not considered. They have to do it the American way. It is a very hard feeling.

Interests;
Knowing your students are interested to learn, then you can push and encourage them not to
give up. It helps the instructor to know how to motivate the students.

Attitudes toward content;

This is great to know because APA style content could be intense, there is a lot detail involved.
For example, citing, page formats, etc.
Attitudes toward learning;
This help the instructor know how deep to get during class development. May be you break the
class into two categories. This helps have options.
Self-esteem;
Writing a research paper in APA writing style can be intimidating, before. Boosting students
self-esteem is part of the class development.
Anxiety;
International students have a lot of fears, most international students are in USA on
permanent residence status. This means that these students support themselves in all things.
They have to work fulltime jobs to pay rent and bills, they have family members they financial
support back home. This life and sometime loneliness opens up different fears. As instructional
design for this class, I have to know what the students are afraid of.
3. Social Characteristics:
Attitudes toward collaboration;
This is very important to know, some students work well with collaboration. In groups, and
other students do not. Finding this out helps you design what is appropriate to each students.
Racial or ethnic background;
Dealing with racial background helps the instructor encourage student the advantages of
learning this skill. The skill will help them write well, and communicate their message across to
different racial backgrounds

Career;
Career is very important, learning this skill is part of their journey to their desired careers. This
writing style is quite diverse. It can be used when writing different documents.
4. Physical Characteristics:
Visual abilities;
Visual abilities is very important, this is a very important part of learning. Understand students
visual abilities is great.

Auditory abilities;
Knowing the hearing ability of the students is crucial, if they have a hearing handicap then you
know how to meet that need. Not to take nothing for granted.

Fatigue;
Fatigue is important, this helps you to time the class. You make the class shorter, or maximize
the time you have with the students. May be help them with options of time management, or
thing they should do to not to feel fatigued.
Age;
Age is very important, the younger the students the quicker their brains are to process things. If
the class is a little older it was take them longer. Knowing the age can help instructor have the
right approach and expectation. Also as you get older the learning style may change.

Objectives and Tasks Worksheet

This section deals with the different objectives and tasks need consider when designing a class
for international students to effectively understand how to write a paper in APA writing style.

LEARNING OBJECTIVES
Objective 1. By the end of the unit, students should be able to write a well cited APA
formatted paper without errors.

A (Audience) Students
B (Behavior) should be able to write a well cited paper
C (Condition) proper APA citation
D (Degree) Without errors
Objective 2. By the end of the unit, students must accurately point out errors in not-well APA
cited paper.
A (Audience) students
B (Behavior) point out errors in a not-well cited paper
C (Condition) not-well APA cited paper
D (Degree) Accurately point out.
Objective 3. By the end of the session the student must be able to teach precisely another
student how to write a well cited APA page.
A (Audience) Student
B (Behavior) Able to teach another student
C (Condition) Another student
D (Degree) Precisely

TASK ANALYSIS
Objectives, Tasks and tools needed to effectively teach my international students class how to
write a well APA cited paper.

Objective
By the end of the unit,
student should be able to
write a well cited APA
formatted paper without
errors.

At the end of the unit,

students must accurately
point out errors in notwell APA cited paper.

Tasks/Skills/Steps
Attend and listen to a lecture.
Look at correct samples
Look at not- correct samples
Correct the errors in the notcorrect samples
Identify a topic
Write one practice paper switch
papers with peers
Peer review for errors
Return to the author
Look at he noted citations
Analyze and examine
suggestions
Write the final paper.

Tools (if needed)

Audio (tutorial)
samples or lecture
materials
Correct APA
formatted
samples.
Not-correct
samples
Topics
Peers/other
students

Reads and analyzes a correct

cited paper.
Student reads and analyzes a
not-correct APA cited paper
Student picks out and shows the
errors

A correct cited
paper.
A not-correct
cited paper

By the end of the session

the student must be able
to teach Precisely
another student how to
write a well cited APA
page.

Instructs another student how

to write
Show student the step by step
ways to write a well cited paper.
Show student wrong cited
paper
Student demonstrates how to
write a well APA cited paper
students gives paper in for
correction.
Student gets paper back
Student examines and analyzes
the corrections
Student demonstrates skills
learnt by writing a good cited
page.
Student hands in a good cited
page.
Paper is corrected and passed
as a well APA formatted page

Another student
Examples of good
and bad APA cited
papers.

Learning Assessment
Determining formative and summative assessment for my class on how well they
have learned during the unit of teaching them how to write a well APA cited
paper.
Learning objective:
By the end of the unit, students must be able to write a well cited APA
formatted paper with 100% perfection.

Formative assessment:
1.
Watch a video or a lecture of guidelines of how to write a paper using APA
format.
2.

Watch a video or a lecture of bad APA formatted paper.

3.

Students distinguish between correct APA and not Correct APA samples

4.

Students Asked to make correction in the not correct Sample.

5.

Ask students to write their own APA cited paper

6.
Lecturer provides question and answer sessions, both formal (planned and
Informal spontaneous) where students could get more understanding of the
process.
7.
Lecturer provides In-class activities where students informally present their
results of their APA cited projects.
8.
Student gets feedback collected by periodically answering specific question
about the instruction and their self-evaluation of performance and progress about
their projects.
Summative assessment.
Term papers, Projects, Portfolios. Students provide final paper in a well APA
format style, for evaluation.
Objective two:
By the end of the unit, students must accurately point out errors in not-well APA
cited paper.
Tasks
Formative assessment.
1.
Students are asked to differentiate between a good and bad APA cited
paper as class reviews for their upcoming final projects.
2.
Lecturer provides Question and answer sessions, both formal (planned and
Informal spontaneous) to assess the learning rates of the students.
3.
Lecturer provides In-class activities where students informally present their
results of differences between a good and bad APA formatted paper.

Summative assessment
1.
Student provides final portfolio of the differences between a good and bad
APA formatted Paper.
2.

Lecturer provides feedback on from the evaluation of the student work.

3.

Lecture gets self -evaluation depending on the student performance.

Objective 3
By the end of the session the student must be able to teach precisely another
student how to write a well cited APA page.

Formative assessment:
1.

Students provide materials to teach another student.

2.

The students demonstrate their skills to their audience.

Summative assessment:

Students teachings are evaluated by determining how much learning has

occurred by asking questions.
Lecturer asks students their evaluation of his teaching methods.