Instructional Deisgn & Courseware projects by Jesse Gentile

ANALYSIS
1. Designs and develops needs assessment plans or proposals.
2. Identifies and prioritizes gaps between actual and desired performance.
3. Identifies and analyzes causes of performance gaps.
4. Identifies and uses appropriate data-gathering techniques to gain insight into causes of gaps in performance.
5. Identifies, proposes, and/or selects solutions that are appropriate to closing an identified performance gap, including non-instructional interventions.
6. Conducts learner/user analysis.
7. Determines the knowledge, skills, and attitudes required to adequately perform a specific job, task or role.
8. Determines required resources and constraints for a solution or solution system.
9. Identifies and analyzes relationships of systems and subsystems within an organization, including descriptions of functions, processes and structures.

DESIGN & DEVELOPMENT
1. Selects and applies appropriate design and development models.
2. Uses needs assessment and gap analysis information to develop a solution plan.
3. Prepares a learning/performance context analysis for specific learning or performance outcomes.
4. Prepares clear and measurable objective statements.
5. Aligns objectives, instruction and assessment.
6. Applies appropriate rules and principles to the design of instructional materials and performance environments.
7. Applies instructional design strategies that account for individual differences among learners.
8. Specifies appropriate instructional strategies for various categories of learning outcomes.
9. Describes how learners acquire relevant knowledge, skills, and attitudes.
10. Designs courses, programs, curricula, and performance environments.

TECHNOLOGY INTEGRATION & MEDIA APPLICATIONS
1. Selects appropriate technology and media for specific instructional objectives.
2. Develops instructional materials using a variety of different media (e.g., print, visuals, CBT, multimedia).
3. Designs instruction for a variety of delivery systems using appropriate media.
4. Uses technology effectively for professional purposes.
5. Maintains knowledge about new technologies and media applications.
6. Applies knowledge of equity, ethics, legal and human issues of computing, and technology applications in general as they relate to individual and societal behaviors.
7. Describes affordances, strengths, and weaknesses of current and emerging instructional technologies.

EVALUATION & RESEARCH
1. Assesses and synthesizes data from a variety of sources and draws logical conclusions from available information (apart from formative evaluation – see next).
2. Conducts formative evaluation of products.
3. Designs and implements appropriate assessments of human performance and organizational results.
4. Designs and implements appropriate assessments of human learning.
5. Disseminates findings from research and evaluation.

MANAGEMENT & IMPLEMENTATION
1. Develops project plans.
2. Prepares project budgets.
3. Establishes and modifies project goals.
4. Establishes an environment that fosters job satisfaction.
5. Applies principles of performance management to self and staff.
6. Collects and applies legal and contractual information pertaining to programs and projects such as: local, state, and federal policies related to standards, legislation, regulations, funding sources and certification.

COMMUNICATION
1. Communicates effectively in professional writing.
2. Communicates effectively in instructional materials as well as other forms of instruction.
3. Utilizes instructional media and equipment effectively
4. Works effectively with team members.
5. Communicates effectively orally.
6. Uses effective interpersonal communication techniques.
7. Develops a professional network.
8. Demonstrates understanding of a professional code of ethics.
9. Establishes and implements an outreach program.

Paper based learning module designed to teach or re-teach adult learners how to use longitude and latitude.

This module was completed in ten steps across the full length of a semester long Instructional Design course. Each step was a practical implementation of part of the Dick and Carey ISD model. Each stage had to be graded and approved before students moved on to the next stage.

The project idea was derived freshly from my imagination. The nature of the subject material was selected for its interest and simplicity. A prior project idea was deemed unrealistic by the professor due to the fact that it was so complicated it would distract from the underlying ISD model being learned. The geograhpy idea came naturally as a result of my prior work as a publich school geography teacher. There were no specialists or SME's consulted during the course of the project. All graphics were found on the web or on previous geography teacing materials I possessed.

The project spaned the entire spectrum of a generic ISD life cycle; from conecpt identification all thway through summative evaluation. The project was taken to completion but was not used. It may be made available in the future to other geography instructors. Users of the product have thus far only been those who participated in the modules formative evaluation.

The authors role in the project was that of the sole instructional designer. All aspects of the project were designed, completed and revised by the author. No other contributions were recieved to the product apart from required review meetings with the professor.