Philosophy of Idea
Instructional design plays a significant role in the modern education system, as it is dynamically changing and developing, implying new ways and methods of teaching. It involves learning theories, instructional models, and design concepts that stress the value of learner-centered strategies, active learning, and incorporating technology into the learning process to serve as the foundation for this ideology. The program should not view students as passive recipients of knowledge.
The instructional design philosophy is that good learning experiences must be relevant and accessible to all learners, regardless of social status. Drawing inspiration from the Morrison/Kemp Model, a successful instructional design must address four fundamental components: learners, objectives, methods, and evaluation (Morrison et al., 2019). These components are the foundation for systematic instructional planning and provide a framework for effective instructional design.
Learners
Constructivist theories believe instructional design must prioritize students’ needs. This method facilitates this process by providing exploration, collaboration, problem-solving, and reflection opportunities. They emphasize the importance of students’ prior knowledge when learning additional skills. It is also vital to allow for combining social interaction, experience, and personal knowledge in the learning process (Shah, 2019). As such, this instructional design philosophy places learners at the center of the educational endeavor, ensuring their active participation, engagement, and growth.
Objectives
The next crucial step is to define clear instructional objectives that measure educational outcomes. Through them, the educator establishes the direction of the instructional endeavors and determines how learners’ performance will be assessed. By articulating what learners must master, one can ensure that the instructional strategies and assessments align with the intended outcomes. They serve as the focus of quality assurance, grounding the instructional designs in purpose and coherence.
Methods
As for the specific methods, an essential method to master is active learning. Students are engaging in dynamic learning situations. This learning process will be accomplished through various instructional strategies, such as problem-solving, collaborative group work, and project-based learning.
There will also be social interactions crucial for learning new information. This learning will include cooperative activities that allow students to collaborate on projects or discuss ideas with peers. Another critical aspect is applying an active learning strategy, in which students need to remember more information (Ansari̇n & Khabbazi̇, 2021). By incorporating active learning experiences, instructional designers can promote higher-order thinking skills and facilitate knowledge transfer to real-world situations.
Furthermore, technology integration is essential to the instructional design philosophy in today’s digital age. Various training technologies will be available to the faculty and staff of our organization. The new technology programs, such as the New Promethean Board, Nearpod, and IXL Math, all have the apps necessary for teachers and students to navigate using a remote mouse and a keyboard. These new interactive learning model programs imply the interaction of all participants in the educational environment, during which students are actively involved in the studying process (Kulhanek & Mandato, 2022). Technology tools can empower today’s teachers to discover new ideas and overcome challenges in math or the sciences.
Evaluation
Finally, evaluation instruments are indispensable for assessing learners’ mastery of the objectives. Complex or straightforward, these instruments measure the extent to which objectives have been achieved. Multiple-choice tests, portfolios, and performance assessments—each tailored to the nature of the objectives—offer insights into the learner’s progress and achievement. The choice of evaluation instruments should align with the nature of the objectives and provide meaningful feedback on learners’ progress and achievement.
Design Team Prospectus
Introduction
Educational Consulting Company is committed to providing the best quality curricula to prepare students for the Florida Math FAST Assessment and chemistry exam. An essential aspect of the company’s work is that specialists focus on students, their goals, and needs. By developing a learning strategy in this way, a company can achieve better results and provide students with quality specialized training. A learner-centered approach allows a much better understanding of students’ individual needs and provides them with relevant knowledge on this basis.
Statement of Work to be Accomplished
The company’s team needs to perform several tasks to present the students with a comprehensive, full-fledged education and training program. First, all the tasks proposed for the preparation program must be checked for compliance with the Florida Math FAST Assessment and chemistry. The curriculum should cover all relevant courses so students can complete their training promptly.
Sequence of Steps to be Followed
The curriculum development process is a core aspect of the company’s activities and should include the following elements:
- Designation of Goals and Customer Needs. This is necessary to denote unique methods suitable for different people. Each student’s goals may differ, which requires a thorough investigation to meet the stated goals. It is also important to determine the target student population.
- Curriculum Mapping. This aspect should be present at the initial stages of program development to determine whether the proposed options suit clients and their specific goals.
- Instructional Design. Use the Morrison, Ross, and Kemp model to focus on the main components for this item. The first of these is a student who receives educational services. In this regard, an individual approach is necessary, as it helps clients assimilate information better (Iftitah, 2023). Methods, goals, and evaluation of the created program play an equally important role, as they provide an understanding of how the schedule meets the goals.
- Development of Content. This aspect is necessary because it allows the specialist to start filling the program with educational material after developing its main points. This includes lesson planning and creating multimedia content and lectures (Esra & Sevilen, 2021). The materials must also be designed for different needs to cover a broader range of students. This also includes implementing technologies in the educational process, as teaching can be carried out with their help.
- Formative Evaluation. This aspect means getting all teachers’ feedback to assess how the program is completed comprehensively. After this final stage, the program can be launched or sent for revision.
Timeline
In connection with the steps that need to be completed, we can create a project timeline to better navigate the timing and implementation of individual steps. The timeline can be the following:
- Needs analysis: 2 weeks will be needed to analyze the educational market in detail;
- Curriculum mapping will take one week as this task does not require a separate analysis;
- Instructional design will last for three weeks as it will require a separate study;
- Content development will take from 5 to 7 weeks, being the most responsible and complex stage of the project.
- Evaluation will be carried out at the end of the project to determine whether the program is ready for launch.
List of Deliverables
The first of these should be the Needs Analysis Report, an important document that sets the main directions in education. The Curriculum Map is the second mandatory document that will be drawn up to adjust the plan to the exam requirements. The design documents of the education program will have to provide the main goals and structure, generalize the complex system, and combine all the data into one document.
Lesson plans for each subject will also be obtained based on the work done. The collected and developed training materials, according to which the training will be conducted, should be obtained as a result of the work. A standard document will be presented that includes all the listed items to present the achieved program goals comprehensively.
Summary Budget
First Year
The project plan for the first year includes various components that require budget allocations. Firstly, $3,000 is earmarked for Curriculum Development. Additionally, $6,000 is allocated for Multimedia Platform Development. To ensure the professional growth of teachers involved in the project, a budget of $1,000 is allocated for Teacher Professional Development. For the implementation of the program, $4,000 is set aside. To assess the effectiveness and impact of the program, $1,000 is allocated for Appraisal and Valuation.
Second Year
The budget includes $1,000 for Curriculum Refinement in the second year. The expansion of the Multimedia Platform is allocated a budget of $2,000. Similar to the first year, $1,000 is allocated for Professional Development to continue supporting teachers’ growth and skill development.
To facilitate program expansion and reach a wider audience, $5,000 is allocated. A budget of $1,000 is also designated for Appraisal and Valuation in the second year. Lastly, an additional $1,000 is set aside for Other Expenses. This budget will cover unforeseen or miscellaneous costs that may arise throughout the project’s implementation.
Explanation of the Design Team
DBA Name: Innovative Learning Assistance
Roles in the team should be distributed so that each employee knows their degree of responsibility. The project manager is in a leadership position and oversees the creation of the project from the beginning of development to the final stage. A team of four subject experts should be responsible for creating a more accurate schedule and training program to prepare clients. In addition, the evaluator will have to prepare a final report.
All staff will need experience with similar projects. The project manager will have to provide documents on places of work, and the general work experience must be at least five years in management. This is necessary since this position implies great responsibility, and the person must be well-versed in the field of activity (Alvarenga et al., 2019).
The four experts in the two subjects will also need at least one year of work experience. The Final Program Evaluator will need at least two years of experience in their area of expertise. At the same time, each specialist must have a degree not lower than a master’s degree, and for teachers in subjects, a doctorate. This team should therefore be made up of professionally qualified individuals who have previously worked in similar positions.
References
Alvarenga, J. C., Branco, R. R., Guedes, A. L. A., Soares, C. A. P., & da Silveira, W. (2019). The project manager core competencies to project success. International Journal of Managing Projects in Business, 13(2), 277-292. Web.
Ansari̇n, A. A., & Khabbazi̇, S. K. (2021). Task-induced involvement load and working memory: Effects on active and passive vocabulary knowledge of EFL learners in a multimedia learning environment. Eurasian Journal of Applied Linguistics, 7(1), 277-302. Web.
Crowther, G. J., Adjapong, E., & Jenkins, L. D. (2023). Teaching science with the “universal language” of music: alignment with the Universal design for learning framework. Advances in Physiology Education. Web.
Esra, M. E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology and Online Learning, 4(1), 11-22. Web.
Iftitah, S. L. (2023). Designing effective instructional media in early childhood education: A comparative review of the ADDIE and Dick and Carey instructional design models. Advances in Educational Technology, 2(1), 46-67. Web.
Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. Wiley Global Education.
Shah, R. K. (2019). Effective constructivist teaching learning in the classroom. Shanlax International Journal of Education, 7(4), 1-13. Web.