Instructional Design: Capstone project

Topics: Educational psychology, Instructional design, E-learning Pages: 42 (7252 words) Published: August 9, 2014
 
 
 
 
 

M. E. Vey
ED5992-01
M. Medley, Ph.D.
June 10, 2013
Executive Summary

The three-week introduction to instructional design (changed from two weeks) for the four department heads can be produced and taught in three months at a proposed cost of $40340 (or approximately 50808 less 20%). The technology includes the in-house learning management system along with audio/video (a/v) design beginning with a prototype. Based on this examination, this project can expand the effectiveness and efficiency of instruction at Ged’s World. In General:

The goals examine the practical benefits and their effect on the stakeholders. The strategies described are intended to advance the expectations of everyone concerned. The entire project will cover April 22- July19 though the design phase and prototype will be complete by June 14, 2013, and full production can begin. Sponsored by: D. Whitehurst

Part I: Design Proposal
The purpose of this instructional design course will be to examine some of the solutions and advantages in establishing an in-house study program intended to preempt problems with instructional inconsistency between departments and instructors. The course will be disseminated throughout the teaching personnel by each department head. This project postulates the possibility of usable, web-based learning for instructors that can create a vehicle into primary, cooperative and interrelated planning of instruction for a virtual school (in this case, our MMORPG called Ged’s World). This initial course will allow the department heads to act as mentors for the special circumstances or special needs of their instructors. Goals

With the vision and mission of Ged’s world in mind, these initial goals (broad ideas) and objectives (accomplishable tasks) are suggested. Goal 1
This instructional design course seeks to provide an exceptional opportunity for mastery-level learners (department heads) through the use of computerized interaction and narrative. The objective is to implement a course that offers an attractive setting with both online support, and a personal resource for educators in our organization. Goal 2

This instruction seeks to develop a high quality course that advances the department heads toward a deeper understanding of instructional design (ID). Toward this goal, the course in ID intends to implement assessments that are realistic and skill appropriate. Also, “the development of any complete quality assurance model for web-based learning needs to incorporate perceptions from academic staff ” (as cited in Deubel, 2003, para. 2); therefore, course evaluations will be used to promote service excellence. Goal 3

 
In providing support for these faculty members, this ID course seeks to maximize the effectiveness and efficiency of all participants and remain cost effective in the process. Implementing this course requires the ability and enthusiasm of everyone involved. Therefore, initial course work, including help categories and interactions, require the fullest possible instruction in the use of ID for everyone. Audience

Instructional design is an expanding area that requires a variety of options, and though Shale (1988) proposes that it is time for distance education to become just education, special strategies for implementation need to be examined. For instance, the D-P-A (Design, Plan, Act) was a system strategy advocated by Lever-Duffy and McDonald (2011) to insure that no element of the design process was omitted. Also, Rieber’s (1996) flow theory, which intended to support the concepts in gaming as options for instruction, delineated the comparative concepts between the intense concentration and focus needed to interpret and respond in a given scenario and the same type of performance in an immersive learning environment. However, this course is intended to be a guide toward these types of ultimate outcomes,...

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