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{TechSavvyLogo.JPG}
Here are links to the other logos that were submitted
LogoMusgroveY.jpg
LogoLockhartB.jpg

Each team member will upload their portion of
Overview: An Instructional Plan
Throughout the analysis document preferably oncourse, you will be collaborating with a separate page under Analysis Document Headingteam to create an instructional module that will address an existing training or instructional need. As you become acquainted with next Roman Numeral (I, II, III etc)the steps in the sequence. Text should be single spaced, double between each paragraphs. Team Member AADDIE process of instructional design, you and your team will check the online document including any linked pages by 11:00 pm MST Sundaydevelop a plan for readabilityimplementing an instructional module that reflects sound principles of instructional design theory and flow for final approval.
EIBT 6100 Analysis Document
Analysis Document
Using the template below to guide your response, complete the section of the document that corresponds to your role on the team. The suggested length for eachpractice. Your group member’s section is 1-2 pages (when compared towill create a traditional word document).
Your group will needsmall instructional module of 30 to decide if you want to make each of60 minutes using the portions below a separate page on the wiki, or if you want to combine certain sectionsADDIE process. Each member of the document onto one page.
Any team member that addswill be assigned a page may also need to add navigation links todifferent stage within ADDIE and will facilitate his or her part in the sidebar for every page added to the wiki. As you and yourassigned week. Your team will develop youran Instructional Plan by using a wiki site throughout this course, keep in mind the readability factor associated with excessively long web-based based pages. You are free to add any graphics or images to post the wiki site thatdifferent elements of your plan.
In Week 1, you feel will enhanceidentify your overall presentationown expertise and response.
All sections required by the document should be easily found byinterests so that your instructor using the navigation and other features of the site.
Team Member A: Project Leader
Project description:
Write a brief description of the project and instructional context. Include some historical background as to how the need for this instructional solution arose.
Needs analysis:
In a narrative form, answer the following 4 questions: What is the problem we are asked to solve? Will instruction solve the problem? What is the purpose of the planned instruction? Is an instructional intervention the best solution?
Team Member D1:
Learner Analysis:
Using Chapter 3 ofcan form your textbook as a guide to complete a description of the learner’s characteristics for whomcollaborative teams.
In Week 2, you will design this instruction. If there is not a specific existing instructional context or pool of learnersexplore the ADDIE model, determine roles for whom thiseach group member, and identify the content that will be developed, describeaddressed by the learner characteristics for whom this instructional module would be suitable.
Performance gap analysis:
Identify the difference between current learner performance and desired performance at the end of the planned instruction; you may need to make some assumptions about your learner audience if you do not have specific learners you can survey or assess.
Team Member D2:
Contextual analysis:
Write a brief overview ofwill develop. Your group will also set up the considerationswiki that will need to be taken based onused for your project.
In Week 3, your group will complete the types of context described in Chapter 3: orienting, instructional, {6100._W3_Analysis_Document.doc} and transfer context.
Unit Goals:
Write at least 3post it to 5 goals for your instructional module. Howgroup’s wiki.
In Week 4, your group will you know ifcomplete the instruction was successful?
*Note: The degree {6100._w4_design_document.doc} and post it to which your instructional module is successful in guidinggroup’s wiki.
In Week 5, your students to achievegroup will create the learning objectives is measured by your unit goals.
In addition,resources and materials you may decide other goals not directly relatedwill need to support the performance of the learners may also reflect the successimplementation of your unit, (ie:instructional module, and complete the enjoyment level of students, or the completion or attrition rates.) This is different from assessing how well the learners perform at the end of the unit, as measured against the unit’s {6100__w5_development_guide.doc} . The Development Guide and instructional objectives (see below). However, learner assessment data maymaterials will be one component usedposted to evaluate the overall effectiveness of your unit.
Team Member I:
Task Analysis= (topic analysis + procedural analysis)
Topic analysis:
Begingroup’s wiki.
In Week 6, your task analysis by identifying the topics that needgroup will complete its {6100. w6 implementation plan.doc} and post it to be taught during your 30-60 minute instructional module. You should include 2-3 topicsgroup’s wiki.
In Week 7, your group will draft an {6100._w7_evaluation_plan.doc} that are described by the content structure in Chapter 4: facts, concepts, principles and rules, procedures, interpersonal skills, or attitudes. If helpful, you may communicatewill be posted to your analysis using a chart, table, or other annotated illustration.
Team Member E:
Procedural analysis:
For each topic togroup’s wiki. Your final Implementation Plan will be taught, answer each of the follow 3 questions: What does the learner do? What does the learner needsubmitted to know to do this step? What cues informyour instructor.
In the learner that there is a problem, the step is done, or a different step is needed? If helpful,final week, you may communicate your analysis using a chart, table, or other annotated illustration.
Instructional objectives:
Chapter 5 will prepare you to completebe sharing your instructional objectives. Keeping in mindfinal projects with the unit goals, look at each task to be learnedother teams and identify each specific instructional domain (cognitive, psychomotor, affective, or mixed). Using the format modeled in Ch. 5, write an instructional objective for each task basedreflecting on the appropriate domain. Two-to-three objectives should be identified for your instructional module. Remember to keep your instructional objectives: do-able, measurable, and needed. The final question to ask is: Once all instructional objectives have been met, hasproject from the need for instruction been satisfied?perspective of the ADDIE model.