Doctor Of Education (Ed.

D)

MAY SAMESTER 2021

HPEI7013 INSTRUCTIONAL DESIGN

ASSIGNMENT 1 & 2

MARTICULATION NO. : CGS02022931

STUDENTS NAME : OCTAVIUS GULING
I.C NUMBER : 740825125531
TELEPHONE NO. : 0138787972
E-MAIL : [email protected]

LEARNING CENTER : KOTA MARUDU

ASSIGNMENT 1

INFORMATIONA AND COMMUNICATION TECHNOLOGY INTEGRATED

INSTRUCTIONAL DESIGN.

I. Justification on the instructional environment

Integration of Information, Communication, and Technology (ICT) will assist

teachers in meeting the global demand for technology-based teaching and learning
tools and facilities to replace traditional teaching methods. In Malaysia, information
and communication technology (ICT) is regarded as one of the most important factors
in transforming the country for future development. The Ministry of Education, in its
latest Education Blue Print (2013-2025), emphasizes the importance of technology-
based teaching and learning in the national curriculum of schools.

With the advancement of learning technologies in the late twentieth century, the
educational system underwent rapid transformation. This is due to technology's ability
to provide a proactive, easily accessible, and comprehensive teaching and learning
environment. Nowadays, Ministries of Education all over the world provide a plethora
of facilities and training in order to improve the use of advanced technologies in the
teaching and learning processes of their respective countries. A large budget has been
set aside to provide teachers with the equipment they need to improve the education
system. Despite their efforts, most countries face a similar problem in which teachers
are not making the best use of the technology available to them (Albirini, 2006). This
has become a serious issue because numerous previous studies have shown that using
ICT in the teaching and learning process can improve students' achievement
(Nakayima, 2011, Jamieson-Proctor et al., 2013).

ICT Integration in the Malaysian Setting

The use of ICT in the classroom is becoming increasingly important because it aids
students in improving their collaborative learning skills as well as developing
transversal skills that promote social skills, problem solving, self-reliance,
responsibility, and the capacity for reflection and initiative. These are all key values
that students must attain in a dynamic teaching and learning environment (Ghavifekr
et al., 2014). In Malaysia, the government began integrating ICT into the learning and
teaching process in the early 1970s. This is due to the need of being technologically
literate, which produces critical thinking workers who can face and participate in the
global economy (Hamidi, Meshkat, Rezaee, & Jafari, 2011). As a result, many
schools have received computer labs, internet access, smart white boards, LCD
screens, and other ICT tools and equipment. Despite this, the challenge was the
teachers' competence and aptitude, as well as technical support and system stability,
in properly implementing the strategy. However, the government is still working to
improve and upgrade the systems so that they can effectively utilise ICT. Exploration
of the factors affecting Malaysian teachers' ICT usage in schools can help to promote
the integration of ICT in the country's teaching and learning process as a developing
country.

In October 2011, Malaysia's Ministry of Education initiated a comprehensive

evaluation of the country's educational system. The government created a new
national education strategy to boost educational standards; the most recent one is the
Education Blueprint 2013-2025. This blueprint puts out a strategy for Malaysia's
educational system to undergo long-term development until 2025. (Ministry of
Education, 2012). The plan to increase the role of ICT in the entire educational system
is also included in this document. Blueprint outlined 11 strategic and operational
shifts to fulfil the transformation mission. On the 7th shift, ICT was mentioned, which
calls for scaling up quality learning in Malaysia by providing internet connectivity
and a virtual learning environment via 1BestariNet to all Malaysian schools by 2013.
(Ministry of Education, 2012). It ensures that ICT may be used to its full potential for
self-guided learning.

II. CONTEXT AND GENERAL CHARACTERISTIC OF TEACHERS AND

STUDENTS

Many researchers have made an effort to investigate the factors influencing teachers'
acceptance of ICT use in the classroom (Capan, 2012; Zhang, 2013). It demonstrates
that the main barrier to implementation was teachers' beliefs, as teachers are the ones
who implement changes in their teaching and learning processes. Furthermore,
previous research (Cassim & Obono, 2011) shows a strong correlation between
teachers' beliefs and their use of ICT. Teachers' roles are becoming increasingly
important, particularly in the use of ICT in pedagogy, which has the potential to
increase students' achievement, creativity, and critical thinking skills.

A prior study (Cox & Marshall, 2007) found that when teaching ICT skills in the
classroom, teachers just need to use a traditional - centred approach. Despite the fact
that it does not represent the types of ICT used, teachers have a high level of
confidence and ability in using ICT in the classroom. This is because they believe that
ICT is a tool that may aid in the learning process, particularly when it comes to
relating to real-life situations. This element has changed the educational technique by
incorporating ICT to help students create and construct knowledge. According to the
findings, the relationship between competency and confidence in ICT professional
development may indicate the balances between training and pedagogically focused
approaches. The school administration might use this information to ensure that
instructors have the resources to integrate ICT into the classroom.

However, teachers' efficacy in urban schools varies depending on their years of

experience and age (Cuban, 2001). It demonstrates that teachers' efficacy decreases as
their years of experience and age increase, but the decrease and efficacy belief are
influenced by school administration. School management in this context refers to
opportunities for collegiate interaction as well as the use of instructional resources.
Schools that could provide opportunities for teachers to reflect on teaching and
learning with their colleagues, for administrators and teachers to collaborate and
communicate, and for instructional resources to be used. According to the findings of
this study, teachers' efficacy beliefs are influenced by school management and culture.
As a result, if the school has always instilled the culture of change and teachers are
always sent for training to upgrade themselves, then the integration of ICT in the
classroom will be easier to improve.

In accordance with global efforts to address the underlying demands of educational

achievement, the Malaysian education administration has identified instructor
ineptitude as well as poor hardware and software. It suggests that the use of ICT by
teachers in terms of training should promote the ICT culture in schools (Hussain,
Morgan, & Al-Jumeily, 2011). The fundamental goal of ICT implementation in
education was to declare the government's vision and missions for promoting ICT in
education for the following purposes:

1) To surround schools with dynamic and innovative learning settings in

order for students to become more motivated and creative;
2) To allow students to get a broader range of knowledge and access to the
internet in order to build a global perspective;
3) To increase students' capacities to digest knowledge more effectively and
efficiently; and
4) To develop students' attitudes and abilities to learn for the rest of their
lives.

Due to the growth of new information technology, the new age of ICT in education
should be developed fast to the right extent in order to match the competence of
students as well as teachers in educational experience. According to the findings of a
study by Abd Rahim and Shamsiah (2008), Malaysian trainee instructors are
confident in their ability to integrate ICT into their teaching practises. In addition,
male teachers are more confident than female teachers in integrating ICT into their
classrooms. Furthermore, data demonstrates that vocational teachers are more
confident in integrating ICT into their teaching since they can handle technical
subjects and have the necessary experience to do so effectively (Abd Rahim &
Shamsiah, 2008; Yunus, 2007). Furthermore, only a small percentage of Malaysian
instructors are proficient in ICT. The bulk of them had only ordinary ICT expertise,
and a few of the teachers were significantly worse in terms of ICT understanding in
Malaysia (Rosnaini & Mohd Arif, 2010). It shows that teachers' ICT knowledge is
one of the most important variables in Malaysian society's successful acceptance of
ICT in education.

Additionally, according to a study by Chien, Wu, and Hsu (2014), children in schools
have high expectations for ICT integration in the classroom because the current
generation was born and raised with technology, a phenomena known as the digital –
native phenomenon. The higher the pupils' expectations for ICT integration in the
classroom, the younger they are. It also demonstrated that ICT integration is largely
influenced by personal characteristics, which are defined as self-perceptions. This
study also found that teachers and students accept ICT in the classroom and outside of
it, with both groups being more willing to use technology outside of the classroom.
They discovered that teacher confidence, competence, and attitudes are impediments
to ICT integration in the classroom, resulting in a lower percentage of ICT
integration.

III. INSTRUCTIONAL GOAL, GOAL ANALYSIS AND PERFORMANCE

OBJECTIVES

A. Goal analysis
There will be three approaches to goal analysis. They are collecting information from
teachers via a questionnaire, observing class activities, and reviewing teachers'
evaluation forms and profiles.

i. Formal questionnaire
A questionnaire was created to collect information about teachers' backgrounds and
their level of understanding of ICT integration in classroom teaching and learning.
There were several questions on the questionnaire. The following are the three
questions that would indicate the learning situation:
a) Do you incorporate or apply ICT concepts and techniques when
teaching in class?
b) In general, do you find it easy to integrate and apply ICT in your
classroom teaching?
c) Do you believe you require additional assistance after you have
completed your teaching in order to be more confident in integrating
ICT in your teaching?

The questionnaire was distributed to fifty teachers at the participating government

school in the study. The same questionnaire was also sent to fifty other teachers at
random government schools. It was discovered that 66 percent of teachers responded
to the survey; 30 percent of teachers integrate or apply ICT concepts and techniques;
Integration of ICT is difficult for 40% of teachers, and 73 percent of teachers believe
they need assistance to be more confident in integrating ICT into their teaching.

ii. Class Activity Observation

Observation is carried out through the teaching and learning in class of the research
participants' teachers, as well as participation in small group discussions. Guided
discussion groups are formed by the teachers themselves. Typically, each group
consists of two to six people.

In-Class

It was discovered that teachers in the classroom used mostly basic ICT tools, despite
the fact that there were opportunities to use more effective tools and techniques in
teaching and learning. When ICT tools were used in class, students were more
focused than in non-ICT tool classes. When presenting an important teaching point,
teachers can lose track of their ICT tools.

Discussion in Groups

Discussions with participants in these groups revealed that a proportion of learners'

teachers are inconsistent in integrating ICT in their classes, citing the fact that ICT
takes a long time to prepare. Some teachers state that they were unaware of more
effective methods of teaching and learning certain important topics. I hadn't used high
school math in a long time. There were also several teachers who were unsure
whether the class had met their teaching objectives.

Examining Evaluation Materials

It was discovered that the majority of the teachers have no ICT background, though
some are on their way to becoming familiar with ICT.

Actual
Teachers at the selected school come from a diverse range of backgrounds, ranging
from non-ICT to ICT. Additionally, their ages range from the late twenties to the late
fifties, with the majority being in their forties. As a result, older teachers were unable
to adapt to the new technology-intensive learning environment.

Optimal
Ideally, the majority of teachers are attempting to incorporate ICT into their
classroom teaching and learning. The teacher is familiar with the Windows operating
system but has a very limited range of ICT skills.

Gap
Teachers continue to be unsure about the role of ICT in teaching and learning. They
incorporate ICT into their teaching but are unable to expand on the benefits of ICT
due to their limited knowledge of information technology.

B. Instructional goal

The practise of creating or adapting learning programme to maximize the

effectiveness, efficiency, and appeal of the content is known as instructional design.
The goals of this instructional design is to create instructional sound learning
solutions for teachers to improve their use of information and communication
technology in the execution of teaching and learning in the classroom.

The goal of this design is to create effective and efficient knowledge transfer,
experience-based instruction, and criterion-referenced instruction that encourages
teachers to transfer learning from the instruction setting to the classroom. Effective
instruction is instruction that achieves the desired result. Efficient instruction makes
the best use of available resources while spending the least amount of money.

Experience-based instruction means that we want teachers (as course students) to be

able to do something at the end of the lesson, not just know something. Instruction
that can be evaluated against a known set of criteria is referred to as criterion-
referenced instruction.
C. The Learning Environment

Organization
For three months, the class meets once a week. Class will be held on Sunday
afternoons, but will vary depending on the instructor's availability.

Instructor
Instructors for this course are selected from among the school's qualified teachers.
This suggestion is to alleviate the difficulty of locating instructors from other schools,
which will result in cost savings. The instructional designer's recommendation will be
heavily weighted in the selection of instructional materials for this project.

Instructional Medium
The instructor makes use of the school's computer lab and classroom. Assignments
and notes are available in print or as a presentation and soft copy.

D. Performance objectives (what teacher should master in integrating ICT in

class)

The information acquired from the previous goal analysis was used in the design of
this instructional, which resulted in the formulation of performance targets. The way
students learn and teachers operate is changing as a result of information and
communication technology. It is critical for every teacher to master the majority of the
critical skills in order to advance in their profession as a teacher. Here are five
common information and communication technology (ICT) skills that teachers should
possess in order to educate pupils for the future.

The following are the proposed performance objectives:

1) Able to operate word-processing software

You do not have to be a computer whiz to participate, but you must be able to use
basic programmes (at the very least, Microsoft Word, Outlook, and PowerPoint). The
good news is that the majority of computer programmes share similar features and
icons, which means that skills acquired in one programme are typically transferrable
to another.

2) Able to do Back-up
Computers have become the 21st century's filing cabinets, with the majority of lesson
plans, resources, and reports now created, shared, and saved on computers. If you
don't want to lose your work, you must understand how to back it up.

3) Able to receive and send project through online medium

While most teachers require their students to participate in group work at some point,
how frequently do teachers engage in this type of work themselves? If you want to
truly assist your students, get involved in some online projects – either within or
outside of school. Your experiences will benefit your students.

4) Able at a minimum to download and review films, music, podcasts, and 3D

illustrations.The majority of white collar businesses seek creative employees. With
simple programme for word processing, film and photo editing, music production, and
drawing (to name a few), computers enable people to create in ways they never have
before. As a result, you must create assignments that encourage students to think
differently. At a minimum, you should be able to download and review the films,
music, podcasts, and 3D illustrations they create.

5) Able to browse, post, comment on social media.

It is irrelevant whether you use Facebook or not, but you should have a basic
understanding of how online networks work and the associated netiquette. Your
students will be chatting online, writing blogs, and tweeting, and you must be
prepared to provide guidance if they do so.

IV. ASSESSMENT METHODS AND INSTRUCTIONAL STRATEGIES TO

ACHIVE GOAL

The assessment format for this instructional design will be project-based, task and
activities. This format was chosen because it allows students/teachers to explore and
experience real-world teaching situations. Not only must student teachers demonstrate
their ability to perform the task, but they must also recall necessary procedures.
Additionally, they must demonstrate their ability to apply the procedure in a variety of
unexpected environments.
The following table details each assessment item that corresponds to the previously
mentioned performance objectives:

Performance objectives Task Assessment

Upon completion the Given a word processing Teacher student will be
teacher students are able to project, create a power able to operate word
operate word-processing point presentation processing software and
software outlining the project. present via power point.

Upon completion the Given a word processing Teacher students will be

teacher students are able to project, backup the data to able to backup their data to
Back-up alternative media and alternate media and cloud
cloud storage. storage.
Upon completion the Provide students with a The teacher student will
teacher students are able to presentation assignment on have the ability to send
receive and send project student motivation and and receive email through
through online medium distribute it to their mentor any email provider.
and other students'
teachers by email.
Upon completion the Students are assigned the Teacher students will be
teacher students are able task of searching for able to download and
at a minimum to download various online media review various online
and review films, music, materials, downloading media sources.
podcasts, and 3D them, and writing a review
illustrations. about the materials they
discovered.

By email, they can

communicate their review
to the mentor.
Upon completion the Students participate in Teacher students will be
teacher students are able to group activities in which able to create personal
browse, post, comment on they create personal Facebook accounts and
social media. Facebook accounts and post materials to social
post materials to social media. Find and comment
media. Find and comment on other people's posts.
on other people's posts.

Present the first task's

procedure to groups using
Power Point.
Implications for Design
Given that the principles and procedures for using basic ICT in education are covered
in the course, it is reasonable to assume that learners have a working knowledge of
these concepts.

It is critical to keep in mind that each learner's learning curve is unique. If the course
is designed in a modular format, it will give learners flexibility in completing their
tasks and discussing areas they wish to learn more about.

Goal statement
After completing the course, learners will be able to demonstrate effective ICT use in
their teaching careers.
ASSIGNMENT 2

THE PROCESS OF SYSTEMATIC INSTRUCTIONAL DESIGN

A. DEVELOPMENT, DISCRIPTION OF THE INSTRUCTIONAL

MATERIALS AND USER’S GUIDE

INSTRUCTIONAL MATERIALS FOR TRAINING TEACHERS ON HOW TO

USE ICT FOR TEACHING AND LEARNING

Background
Instructional design is the process of developing learning experiences and materials in
such a way that knowledge and skills are acquired and applied. The discipline is
organized around an assessment of needs, the design of a process, the development of
materials, and the evaluation of their effectiveness.

Purpose
This material's purpose is to facilitate learning outcomes for a specified audience.
Design is a process that aims to connect the desired outcome with the job's
requirements and constraints. The designer will employ theories of learning to engage
the learner in such a way that learning occurs effectively and efficiently.

Target
The purpose of instructional design is to structure the learning material in such a way
that it facilitates the target audience's learning.To ensure that a good design results in
an appropriately developed instructional programme, information about the design
should be communicated clearly and effectively to all parties involved. As a result, a
collection of design documents should be created. Interested parties may include the
following:

Education ministry officials, department heads, board of directors, shareholders,

multimedia producers, content producers, teachers or instructors, and students.
THE DEVELOPMENT OF THE INSTRUCTIONAL DESIGN

ADDIE
The ADDIE model was developed to aid in the management of the instructional
process, which includes analysis, design, development, implementation, and
evaluation. The System Approach provides a framework for organizing and
structuring the instructional process. The ADDIE model is a collection of
comprehensive guidelines, tools, and techniques for instructional intervening to close
the gap between current and desired job performance. This document is intended for
use in teacher training. The ADDIE model is a flexible, outcome-oriented system
based on the educational and training requirements. Whether education or training is
used, the instructional process is identical; the outcomes are distinct. As such, and
consistent with the ADDIE model's intent, the term instruction will be used
throughout this ADDIE model to refer to both training and education.

The ADDIE model is a dynamic, adaptable system for developing and implementing
effective and efficient instruction that addresses current and future needs. The process
is adaptable in that it takes into account individual differences in ability, rate of
learning, motivation, and achievement in order to maximize the opportunity to
improve instruction's effectiveness and efficiency. The ADDIE process reduces the
number of subjective school management decisions and instead allows for rational
conclusions based on carefully collected and analyzed data. The ADDIE model may
identify multiple solutions to an instructional problem; however, the ADDIE model's
goal is to select the best solution. The process is continuous and cyclical, allowing for
the occurrence of any of the five phases and their associated functions at any time.
Additionally, each phase of the ADDIE model builds on the previous phase,
establishing a system of checks and balances to ensure that all instructional data is
accounted for and that instructional materials revisions are identified and
implemented.
 PHASE OF ADDIE

Diagram 1: ADDIE Instructional Design Model

ANALYSIS PHASE

Designer should assess the current situation in terms of training, knowledge gaps, and
other factors before producing any content or training initiatives. Begin by asking a
series of questions to gain a better understanding of the current situation as well as the
training's purpose. This has a significant impact on judgments made later in the
process.

One of the most frequently asked questions is, "What is the objective of the training?"
Why are we doing it in the first place? What kind of behavioral change do you want
to see? Is training going to help? This step should include a thorough examination of
the target audience, institution objectives, training approaches, media formats, and so
on. After that, you can create a training plan that addresses the following topics:

Who, what, when, where, why, and how are the questions?

“How can we improve the situation and achieve education goals through training?”
will be at the heart of your training strategy. This question will serve as the starting
point for the rest of the procedure. You should come up with the following: an
assessment of training requirements and a training strategy

Goal analysis
There are three approaches to goal analysis. They are collecting information from
teachers via a questionnaire, observing class activities, and reviewing teachers'
evaluation forms and profiles.

1) Formal questionnaire
A questionnaire was created to collect information about teachers' backgrounds and
their level of understanding of ICT integration in classroom teaching and learning.
There were several questions on the questionnaire. The following are the three
questions that would indicate the learning situation:
d) Do you incorporate or apply ICT concepts and techniques when
teaching in class?
e) In general, do you find it easy to integrate and apply ICT in your
classroom teaching?
f) Do you believe you require additional assistance after you have
completed your teaching in order to be more confident in integrating
ICT in your teaching?

The questionnaire was distributed to fifty teachers at the participating government

school in the study. The same questionnaire was also sent to fifty other teachers at
random government schools. It was discovered that 66 percent of teachers responded
to the survey; 30 percent of teachers integrate or apply ICT concepts and techniques;
Integration of ICT is difficult for 40% of teachers, and 73 percent of teachers believe
they need assistance to be more confident in integrating ICT into their teaching.

2) Class Activity Observation

Observation was carried out through the teaching and learning in class of the research
participants' teachers, as well as participation in small group discussions. Guided
discussion groups were formed by the teachers themselves. Typically, each group
consists of two to six people.
 In-Class

It was discovered that teachers in the classroom used mostly basic ICT tools, despite
the fact that there were opportunities to use more effective tools and techniques in
teaching and learning. When ICT tools were used in class, students were more
focused than in non-ICT tool classes. When presenting an important teaching point,
teachers can lose track of their ICT tools.

Discussion in Groups

Discussions with participants in these groups revealed that a proportion of learners'

teachers are inconsistent in integrating ICT in their classes, citing the fact that ICT
takes a long time to prepare. Some teachers state that they were unaware of more
effective methods of teaching and learning certain important topics. I hadn't used high
school math in a long time. There were also several teachers who were unsure
whether the class had met their teaching objectives.

Examining Evaluation Materials

It was discovered that the majority of the teachers have no ICT background, though
some are on their way to becoming familiar with ICT.

Actual
Teachers at the selected school come from a diverse range of backgrounds, ranging
from non-ICT to ICT. Additionally, their ages range from the late twenties to the late
fifties, with the majority being in their forties. As a result, older teachers were unable
to adapt to the new technology-intensive learning environment.

Optimal
Ideally, the majority of teachers are attempting to incorporate ICT into their
classroom teaching and learning. The teacher is familiar with the Windows operating
system but has a very limited range of ICT skills.
Gap
Teachers continue to be unsure about the role of ICT in teaching and learning. They
incorporate ICT into their teaching but are unable to expand on the benefits of ICT
due to their limited knowledge of information technology.

Instructional goal

The practise of creating or adapting learning programme to maximize the

effectiveness, efficiency, and appeal of the content is known as instructional design.
The goals of this instructional design is to create instructional sound learning
solutions for teachers to improve their use of information and communication
technology in the execution of teaching and learning in the classroom.

The goal of this design is to create effective and efficient knowledge transfer,
experience-based instruction, and criterion-referenced instruction that encourages
teachers to transfer learning from the instruction setting to the classroom. Effective
instruction is instruction that achieves the desired result. Efficient instruction makes
the best use of available resources while spending the least amount of money.

Experience-based instruction means that we want teachers (as course students) to be

able to do something at the end of the lesson, not just know something. Instruction
that can be evaluated against a known set of criteria is referred to as criterion-
referenced instruction.

Performance objectives (what teacher should master in integrating ICT in class)

The information acquired from the previous goal analysis was used in the design of
this instructional, which resulted in the formulation of performance targets. The way
students learn and teachers operate is changing as a result of information and
communication technology. It is critical for every teacher to master the majority of the
critical skills in order to advance in their profession as a teacher. Here are five
common information and communication technology (ICT) skills that teachers should
possess in order to educate pupils for the future.
The following are the proposed performance objectives:

1) Able to operate word-processing software

You do not have to be a computer whiz to participate, but you must be able to use
basic programme (at the very least, Microsoft Word, Outlook, and PowerPoint). The
good news is that the majority of computer programme share similar features and
icons, which means that skills acquired in one programme are typically transferable to
another.

2) Able to do Back-up
Computers have become the 21st century's filing cabinets, with the majority of lesson
plans, resources, and reports now created, shared, and saved on computers. If you
don't want to lose your work, you must understand how to back it up.

3) Able to receive and send project through online medium

While most teachers require their students to participate in group work at some point,
how frequently do teachers engage in this type of work themselves? If you want to
truly assist your students, get involved in some online projects – either within or
outside of school. Your experiences will benefit your students.

4) Able at a minimum to download and review films, music, podcasts, and 3D

illustrations. The majority of white collar businesses seek creative employees. With
simple programme for word processing, film and photo editing, music production, and
drawing (to name a few), computers enable people to create in ways they never have
before. As a result, you must create assignments that encourage students to think
differently. At a minimum, you should be able to download and review the films,
music, podcasts, and 3D illustrations they create.

5) Able to browse, post, comment on social media.

It is irrelevant whether teachers use Facebook or not, but teacher should have a basic
understanding of how online networks work and the associated netiquette. Your
students will be chatting online, writing blogs, and tweeting, and you must be
prepared to provide guidance if they do so.
DESIGN PHASE

The design stage is when everything starts to take shape. We start the first steps
toward developing our training programme by depending on the information we
gathered in the first stage, analysis. This contains all past assessments, as well as
training techniques, duration, and structure.

In the design step, we also construct a prototype for courses and a broad training
system. Set learning objectives, exercises, content, subject matter analysis, lesson
preparation, tools, and media selection in this step.

Assessment methods and instructional strategies

The assessment format for this instructional design will be project-based. This format
was chosen because it allows students/teachers to explore and experience real-world
teaching situations. Not only must student teachers demonstrate their ability to
perform the task, but they must also recall necessary procedures. Additionally, they
must demonstrate their ability to apply the procedure in a variety of unexpected
environments.

The following table details each assessment item that corresponds to the previously
mentioned performance objectives:

Performance objectives Task Assessment

Upon completion the Given a word processing Teacher student will be
teacher students are able to project, create a power able to operate word
operate word-processing point presentation processing software and
software outlining the project. present via power point.

Upon completion the Given a word processing Teacher students will be

teacher students are able to project, backup the data to able to backup their data to
Back-up alternative media and alternate media and cloud
cloud storage. storage.
Upon completion the Provide students with a The teacher student will
teacher students are able to presentation assignment on have the ability to send
receive and send project student motivation and and receive email through
through online medium distribute it to their mentor any email provider.
and other students'
teachers by email.
Upon completion the Students are assigned the Teacher students will be
teacher students are able task of searching for able to download and
at a minimum to download various online media review various online
and review films, music, materials, downloading media sources.
podcasts, and 3D them, and writing a review
illustrations. about the materials they
discovered.

By email, they can

communicate their review
to the mentor.
Upon completion the Students participate in Teacher students will be
teacher students are able to group activities in which able to create personal
browse, post, comment on they create personal Facebook accounts and
social media. Facebook accounts and post materials to social
post materials to social media. Find and comment
media. Find and comment on other people's posts.
on other people's posts.

Present the first task's

procedure to groups using
Power Point.

Implications for Design

Given that the principles and procedures for using basic ICT in education are covered
in the course, it is reasonable to assume that learners have a working knowledge of
these concepts.
Training format

Organization
The school will hold teacher training sessions twice a week for two hours each.
Classes should be scheduled in accordance with the performance objectives. Learners
are free to attend any class that meets their needs, but must complete the entire
training course.

Instructor
Instructors for this course are selected from among the school's qualified teachers.
This suggestion is to alleviate the difficulty of locating instructors from other schools,
which will result in cost savings. The instructional designer's recommendation will be
heavily weighted in the selection of instructional materials for this project.

Instructional Medium
The instructor makes use of the school's computer lab and classroom. Assignments
and notes are available in print or as a presentation and soft copy.

Instructional strategy

Guided independent study. In independent study, learner choose a topic, define

problems or questions, gather and analyse information, apply skills and create a
product to demonstrate what they've learned, all on their own. In adult learner,
independent study can be an effective teaching tool. Learner who are self-motivated
and have a solid grasp of basic research skills are best suited for this learning strategy.

Guided independent study. It is sometimes referred to as directed study, and is an

educational activity undertaken by an individual with little to no supervision. Students
can effectively learn from IGIL assignments when the assignments are well-designed
and their importance in the curriculum is emphasized (Sheakley, M. L., Bauler, T. J.,
Vandre, D. D., Woodwyk, A., & Dickinson, B. L. 2019).

Guided Independent study's main goals are to teach students how to obtain, evaluate,
and report data, as well as to encourage in-depth comprehension of specific academic
areas and to make links between curriculum and real-world applications.
Interaction between students and teachers - During independent study, it is critical to
have regular interactions between students and teachers. Teachers may communicate
with students through formally planned conferences or casual discussions as they
circulate as they work.

Teachers connect with students to:

• maintain contact
• assist with problem solving
• provide guidance
• open up new areas for inquiry and production
• provide encouragement
• introduce, educate, and/or reinforce the required skill.

Instructor Learner

Lesson 1 lecture Independent study

by learner

No
Learner working on
assignment

Yes

Lesson 2 lecture
Submission of
assignment and
presentation

Diagram 1: Instructional strategy flow chart

The teachers training course's instructional strategy will be based on Gagne's Nine
Events of Instruction. The following are the specifics of this instructional strategy:
 Diagram 2: Gagne’s Nine Event of Instruction

(I) Gaining attention

When learners arrive in class, their attention can be diverted to a variety of other
activities; therefore, before any learning can occur, their attention must be
captured and their interest piqued. Here are a few examples: A sudden change in
the stimulus, such as gesticulating or speaking loudly.

Begin the lesson with a provocative question or an intriguing fact. By presenting

an intriguing visual or auditory stimulus. Multimedia (such as PowerPoint slides)
can be used to combine photographs, images, and sound, depending on the
audience.

(II) Informing the learner of the objective

Students should encounter a list of learning objectives early in each lesson. This
initiates the internal process of expectation and assists the learner in remaining
motivated to complete the lesson.

In our session, a direct statement such as "after completing this lesson, you will be
able to" can be used.

(III) Stimulating recall of prerequisite learning

 Associating new information with prior knowledge and personal experience, as
well as encouraging learners to reflect on what they already know, can aid the
learning process.

(IV) Presenting the stimulus material

This event is where the new content is actually presented to the learner. Content
should be organized meaningfully, and explained and demonstrated using a
variety of media.

(V) Providing learning guidance

This event entails demonstrating what constitutes proper performance, as well as
providing additional suggestions, such as the use of examples, case studies,
graphical representations, and mnemonics, to assist learners in encoding
information for long-term storage, or in simple terms, "make the stimulus as
meaningful as possible."

(VI) Eliciting the performance (practice)

The focus now shifts to the students. The learner is required to practise the new
skill or behaviour in this instance. Eliciting performance allows learners to
confirm their understanding, and the repetition increases the likelihood of
retention even more.

(VII) Providing feedback

While observing each learner perform the procedure, immediate and personalised
feedback and guidance can be provided, as well as any questions. Additionally,
feedback from other students who observe the performance is extremely
beneficial.

(VIII) Assessing the performance

Students demonstrate their knowledge at this point without receiving additional
coaching or hints. A single performance, however, does not guarantee that the
new capability has been reliably stored, and additional practise is required. This
will constitute the learner demonstrating the entire procedure without prompting
or guidance.
(IX) Enhancing retention and transfer
To ensure retention, learners should practise the procedure several times on a
dummy. It is more effective to practise frequently, separated by rest periods. The
transfer of knowledge occurs when students apply their skills in a clinical setting
while being supervised initially. The session can be concluded by reviewing the
key points, responding to the questions, and soliciting feedback from the learners.

DEVELOPMENT PHASE

The development stage is when everything begins to take shape. We begin developing
the course content by referencing the prototype you previously designed.
Programmers create technologies, content creators create content, and so forth. This is
the most critical phase of training development, and thus where the majority of work
occurs.

The training must be optimally suited to the individuals for whom it is designed. This
is why we add graphics, select colors, and decide on fonts during this phase. Certain
individuals may find it objectionable. This may seem insignificant to some, but it
determines how engaging the course content is.

Following the creation of the course, it should be modified to make it as user-friendly

as possible. Additionally, you should check for basic errors such as grammar,
spelling, and syntax. Testing should also consider the course's mechanics. Navigation
is a critical consideration at this stage. The vast majority of issues that learners
encounter are related to the authoring tool used to create the course. The frustrating
thing is that it is frequently something quite simple that the instructional designer
overlooks because the course was not tested.

Testing the course does not entail a cursory glance – it is a systematic examination of
the content's accuracy and the navigation's utility. Can the learner progress in the
manner intended? – even if they make surprising choices.
Production Sample

INFORMATION AND COMMUNICTAION TECHNOLOGY INSTRUCTIONAL MATERIAL TEACHERS

TRAINING

PART 1

WORD PROCESSING APPLICATION

General Objectives: The learners will:

1. acquire basic skills in creating a document in Word Processing.

2 .format and edit document in a word processing document

UNIT SPECIFIC CONTENT TEACHING AND EVALUATION

OBJECTIVES LEARNING ACTIVITIES
UNIT 1
The Learner will be
Word Processing Packages Lead learners to discuss
INTRODUCTION able to :
and their Uses e.g. and come out with
TO WORD
1.1.1 identify Word Packages examples of Word
PROCESSING
Processing Microsoft Word Processing packages
APPLICATION
packages. Writer WordPad
Text Editor Discuss the importance
Star Word and uses of Word
Uses Processing Packages
letters, memos, reports
Guide learners to revise the
major features of the Word
 Processing software

Guide learners to discuss

and come out with the
Creating Document Using a importance of Word
Word Processor Processing . Exercise:
Type a letter, save
with your name.
Saving Document Using the ‘Save
1.1.2 create a As’ command Learner to type a passage
document using using Word Processing
the Word application
Processor.

Learner to save the typed

1.1.3 save a document document using the
using the
“Save As‟ command. „Save As‟ command.
Guide learners to
differentiate between “Save
As” and “Save” command
The Learner will be
UNIT 2 able to:
Editing Word Document learners to type a given Exercise:
EDITING TEXT IN 1.2.1 edit, and save
Using Common Editing document, edit and save learners to type
WORD Word
Tools: using the given editing and and edit documents
PROCESSING 1.2.2 document using
Spell check functions formatting tools. using the common
DOCUMENT common editing tools
Copy/cut and paste editing tools
facilities NOTE:
OVR Teacher should stress on
Undo and redo keys saving document when
 Search and replace working to avoid losing
document when power goes
off. Give Learner a 3-
Creating Document with More page document
. Sub- Headings and Paragraphs containing more
1.2.3 create a document learners type a 2 – 3 page sub heading and
with more sub headings document with more sub paragraphs to
and paragraphs headings and paragraphs type and save.
Editing Text Using Variety of and save
Options such as: - NOTE:
Text effects options – Teacher could
superscript, subscript, time learners and
Discuss the variety of
1.2.3 edit text shadow, strikeout etc. use this exercise
options stated in the
using variety of as a speed test
Text correction option content column.
options.
Wrapping options
Text orientation learners apply the different
options to edit the typed
Editing Paragraph-Apply the document.
Use of:
1.2.4 edit Paragraph shading option Exercise:
paragraph using Border option learners to type
paragraph options Orphan control to Guide learners to edit document using
paragraph paragraphs in the document different variety
created applying the use of options
Create an new character the paragraph options.
paragraph style
Modify existing paragraph Outline
option
The Learner will be
 able to:
UNIT 3 Formatting and saving a learners open an existing
Word document using the document format and save Assignment:
1.3.1 format Word
FORMATTING formatting tools: using the given formatting Assign learners
document
WORD Change font (style, size, tools in the content to create
using
PROCESSING colour etc) column document,
formatting
DOCUMENT Text alignment insert tables,
tools.
Numbers and symbols,
bulleting Bold pictures, save
Underlin and print.
e Italics
Line
spacing Change
case etc

Collaborative Editing e.g. learners to open existing

Using highlighting document ( 3-5page Exercise
option to track changes in document) learners to add
1.3.2 demonstrate
a document Teacher to comments, a header
the ability to
Accepting or demonstrate how to and footer in the
perform
rejecting changes perform collaborative previous document
collaborative
Adding text comments: editing fro learners to created for teachers to
editing.
practise assess
e.g.
.Adding text comments:
1. Position the cursor
at where the
comment will
appear
UNIT 4 2. Click on Insert
 menu
INSERTING 3. Click Comment
TABLES AND (a red line will
Inserting Tables in Word appear at where
SYMBOLS IN
Document. the cursor is. A
WORD
PROCESSING box will also
DOCUMENT appear at the end
1.4.1 insert of the red line).
Inserting Symbols and Pictures in 4. Type comment in the
tables in Word box.
Word Document. 5. Edit comments
Processing
document. 6. Add or Remove
comments

Guide learners to
1.4.2 insert symbols practise working with
and pictures in Word tables in Word
Processing documents. document.

Guide learners to insert

symbols and pictures.
The Learner will be
able to:
UNIT 5
CREATING Project work
1.5.1 create business Creating Business
BUSINESS Assist learners to Duration for
documents. Documents e.g.
DOCUMENTS create business submission: 1 week
Different types of document.
letters, Memos learners should
Reports. produce hard copy for
Circulars assessment
 Creating Forms. etc

Layout Techniques. Assist learners to apply

1.5.2 use layout Multiple columns the different layout
techniques in Tables manipulation techniques to create
document Inserting Borders & business documents
creation. Shading.
Merging
Documents. .
Standard Paragraphs.

Inserting Headers and Footers Guide learners to

1.5.3 Inserting
insert header and
headers and
UNIT 6 MERGING footer in the document
footers.
DATA created
Merging Data:-
Addressing Envelopes
1.6.1 merge data in & Labels. Demonstrate how data
document creation Working with is merged in document
Long Documents creation.
Inserting Table of Example 1
Addressing envelopes. –
Contents. 1. Position the
cursor on the
Creating an Index. Creating auto recipient‟s
text Merging document etc address
2. Click on Tools
Click on Letters and
Mailings
 . Selects Letters and
Labels ( the
address will be
highlighted in
the dialogue box
that will appear
5. Select envelope and
other options you
wish to apply such
as sender‟s address
Insert envelop in the printer
and Click on
The Learner will be Example 2.
Inserting table of content
able to:
Place the cursor
where you want to
insert the table of
contents.
Click Index and
Tables (or
Reference, then
Index and Tables)
from the Insert
UNIT 7 menu
PRINTING Select Table of
Contents tab, and
Printing Word Documents then select the
1.7.1 print
with Various Print Options. style you want
documents using the
various print Click on OK to
insert the table
 Printing of Documents of contents into
options. Using Printing Options your document Practical Activity:
e.g. Learner to type and
Printing odd pages only print a report on a
Printing even pages only given topic and apply
Guide learners to:
Printing a defined all the formatting and
preview documents the editing tools.
selection Printing a
print documents with
defined number of pages
UNIT 8 various options
per sheet e.g. Page
PRACTICAL
ACTIVITY range, No. of
copies, Collate

8.2 create document on Creating Document - Assist learners to develop a

given topics (Report typing) on a simple brochure for the
given topic. e.g. school using all the
What is ICT? features they have learned.

What are benefits of

ICT to learning? Assist learners type and
print a document using
ICT and the Youth the different print options
HIV/AIDS and the Youth indicated in the content
Regenerative Health
Give learners a topic to
research on, type and submit
for assessment
IMPEMENTATION PHASE

Once the Development stage is complete (as discussed in the previous instalment), it
is time to move on to the next stage, namely Implementation. This stage introduces
the development materials to the intended audience and initiates the learning process.

To a greater or lesser extent, the Implementation stage will almost certainly include
the following major steps:

Training the instructors

It is not uncommon for someone involved in the development of an electronic course
to be involved in its implementation and knowledge delivery to learners. However, it
is not uncommon for instructors to be uninvolved in the development of the course
they are required to teach. In this case, it is critical to adequately train the instructor
and ensure that he or she is equipped with all necessary information about the course
prior to the start of the learning process.

Four potential instructors were called and instructed on instructional design during
this teachers training course. The designer conducted a total of 5 hours walk-through
identifying missing information of the course materials with potential instructors.

In general, the instructor should have a firm grasp on the following:

1.The course's objective or objectives.

2.The activities of the course.
3.The media content of the course.
4.The course's examinations.

Prepare the learners

The next step in the implementation process is to prepare the learners for the
upcoming educational process. First and foremost, this entails ensuring that they are
familiar with the tools and have the necessary knowledge to complete the course. Are
the students familiar with the programme they will use during the course? Are they
aware of the course's objectives and timetable?

For the first batch of teachers training, there were ten people invited to join the class
as a preliminary test to the training course. Prior to the actual class, those teacher
learners received brief instruction and orientation on the class expectations.

Preparing for the environment

During this stage, it is necessary to ensure that the course's technical and organization
requirements, as defined during the Development stage, are met, as well as to prepare
the environment in which the teaching will take place.

Because the training course will be held in the school computer laboratory and
classroom, it is expected that most of the necessary equipment for the course will be
available and in good working order when the class begins.

EVALUATION PHASE

Evaluation is the final stage of the ADDIE method. This is the stage at which the
project is subjected to meticulous final testing regarding the what, how, why, and
when of the things accomplished (or not accomplished) throughout the project. This
phase is divided into two parts: formative and summative. The preliminary evaluation
occurs during the development stage. The Formative phase takes place while students
and IDs are conducting the study, and the Summative phase takes place at the end of
the programme. The main goal of the evaluation stage is to determine if the goals
have been met and to determine what will be required moving forward to improve the
project's efficiency and success rate.

B. DESIGN OF THE EVALUATION PLAN

Formative evaluation

The instructional designer will test the instructional materials with two or three
potential students of this tutorial after completing the document of the instructional
materials. The designer will take note of any issues or misunderstandings that the
students have with the materials. After receiving some preliminary feedback on the
materials, the designer will hand them over to the assigned instructor, who will
conduct a trial session with a group of potential students to get additional feedback on
the materials.

Summative evaluation

After the tutorial has been used for one learning batch, a summative evaluation will be
conducted.For the objective part of the evaluation, a questionnaire was distributed to
learners who have taken the tutorial to see how they have benefited from it. Learners
were inform a head of time and given briefing about the purpose of the evaluation.

The evaluation was divided into 5 main criteria:

1. General appearance and organization of the materials
2. Content, Task and Activities
3. Use of the material
4. Assessment
5. Alignment with the materials goal and pedagogy

There were total of 20 learners were registered in the first batch of the training which
all of the were required to participate in the course evaluation.

Following is the sample of the evaluation form:

 Instructional Materials Evaluation Tool
Title of the Instructional Material: INSTRUCTIONAL MATERIALS FOR
TRAINING TEACHERS ON HOW TO USE ICT FOR TEACHING AND
LEARNING
Instructions: Please study the instructional material and rate it accordingly. Grading
is between 5 (highest) and 1 (lowest). Using the provided formula, kindly compute the
score for each section, including the total score and percentage mark found at the
bottom of the tool.

Criteria Score
GENERAL APPEARANCE AND ORGANIZATION 1 2 3 4 5

1. Layout is consistent; units and lessons are arranged logically. 1 2 3 4 5

2. Layout and design are appropriate and clear. 1 2 3 4 5

3. Layout and design are appealing and interesting. 1 2 3 4 5

4. The material is user-friendly (the learners can easily follow what 1 2 3 4 5

they need to do)

5. The material provides sufficient opportunity for independent study. 1 2 3 4 5

SUBTOTAL
% Mark: Subtotal x 100
25
Comments:

CONTENT

Topic Content
6. The material includes knowledge, skills, and abilities appropriate to 1 2 3 4 5
learner’s English language proficiency.

7. The topics are realistic and relevant to the learners. 1 2 3 4 5

8. Non-text content (maps, graphs, photos, audio etc.) is accurate and 1 2 3 4 5

well-integrated into the material.

9. Non-text content engages and interests the learners 1 2 3 4 5

10. Language used in the material is at the level of the learner’s current 1 2 3 4 5
English ability and proficiency.

11. The material is sensitive to culture, race, belief, gender, and the 1 2 3 4 5
like.
Tasks and Activities
12. The material includes application of relevant and meaningful skills. 1 2 3 4 5

13. The material includes sufficient, interesting, and engaging activities 1 2 3 4 5

and tasks.

14. The material provides opportunities to localise and contextualize 1 2 3 4 5

tasks.

15. Tasks of the materials apply to the diversity of students and their 1 2 3 4 5
abilities, interests, and learning styles.

16. Tasks have a purpose, aligned to a skill or concept at the learner’s 1 2 3 4 5

English proficiency level.

17. The material provides a balance of activity types (e.g. appropriate 1 2 3 4 5

distribution of input and output-based tasks.

SUBTOTAL
% Mark: Subtotal x 100
60
Comments:

USE OF THE MATERIALS

18. The suggested teaching approach is communicative. 1 2 3 4 5

19. The teaching methodology is learning- or learner-centered. 1 2 3 4 5

20. The suggested approach is appropriate for the learners in the learning 1 2 3 4 5
context.

21. The use of the material is easily followed by the teacher. 1 2 3 4 5

22. The use of the material enables students to explore the issues around 1 2 3 4 5
them.

23. The material facilitates critical and creative thinking among students 1 2 3 4 5
and teachers.

24. the activities and tasks help in the achievement of the objectives. 1 2 3 4 5

SUBTOTAL
% Mark: Subtotal x 100
35
Comments:
 ASSESSMENT
25. The tests, tasks, and other assessment devices are likely to be helpful to 1 2 3 4 5
the learner.

26. The tests, tasks, and other assessment devices are likely to be helpful to 1 2 3 4 5
the teacher.

27. Tasks / Activities apply to the student’s abilities, interests, and learning 1 2 3 4 5
styles.

28. Tasks / Activities focus more on the quality rather than quantity of 1 2 3 4 5
skills to be learned.
SUBTOTAL
% Mark: Subtotal x 100
20
Comments:

ALIGNMENT WITH THE MATERIAL’S GOALS AND

PEDAGOGY
29. Material content aligns with the principles of communicative language 1 2 3 4 5
teaching approach.

30. The context of the material clearly highlights the the particular field / 1 2 3 4 5
area by which the English language is needed. (e.g. Business English,
Journalism)

31. The target performance standards for the activities are anchored on 1 2 3 4 5
addressing the struggles or needs of the students with the language.

32. All aspects of the material (such as physical characteristics, content) 1 2 3 4 5

complement each other well to achieve the syllabus objectives.

SUBTOTAL
% Mark: Subtotal x 100
20
Comments:

Total Score:
% Mark: Total Score x 100
160

C. IMPELENTATION OF THE MATERIALS FOR THE PURPOSE OF

EVALUATION
Result

GENERAL APPEARANCE AND ORGANIZATION

No. Items Respondent Total score Average
1. General appearance and organization of the materials
1 Layout is consistent; units and lessons are arranged logically. 18 85 4.72
2 Layout and design are appropriate and clear. 18 86 4.78
3 Layout and design are appealing and interesting. 18 83 4.61
4 The material is user-friendly (the learners can easily follow what they need to do) 18 75 4.17
5 The material provides sufficient opportunity for independent study. 18 87 4.83
2. Content, task and activities
6 The material includes knowledge, skills, and abilities appropriate to learner’s English language proficiency. 18 83 4.61
7 The topics are realistic and relevant to the learners. 18 87 4.83
8 Non-text content (maps, graphs, photos, audio etc.) is accurate and well-integrated into the material. 18 82 4.56
9 Non-text content engages and interests the learners 18 86 4.78
10 Language used in the material is at the level of the learner’s current English ability and proficiency. 18 87 4.83
11 The material is sensitive to culture, race, belief, gender, and the like. 18 89 4.94
12 The material includes application of relevant and meaningful skills. 18 83 4.61
13 The material includes sufficient, interesting, and engaging activities and tasks. 18 79 4.39
14 The material provides opportunities to localise and contextualize tasks. 18 76 4.22
15 Tasks of the materials apply to the diversity of students and their abilities, interests, and learning styles. 18 78 4.33
16 Tasks have a purpose, aligned to a skill or concept at the learner’s English proficiency level. 18 84 4.67
17 The material provides a balance of activity types (e.g. appropriate distribution of input and output-based tasks. 18 55 3.06
3. Use of the material
18 The suggested teaching approach is communicative. 18 85 4.72
19 The teaching methodology is learning- or learner-centered. 18 68 3.78
20 The suggested approach is appropriate for the learners in the learning context. 18 75 4.17
21 The use of the material is easily followed by the teacher. 18 85 4.72
22 The use of the material enables students to explore the issues around them. 18 82 4.56
23 The material facilitates critical and creative thinking among students and teachers. 18 80 4.44
24 The activities and tasks help in the achievement of the objectives. 18 86 4.78
4. Assessment
25 The tests, tasks, and other assessment devices are likely to be helpful to the learner. 18 75 4.17
26 The tests, tasks, and other assessment devices are likely to be helpful to the teacher. 18 78 4.33
27 Tasks / Activities apply to the student’s abilities, interests, and learning styles. 18 84 4.67
28 Tasks / Activities focus more on the quality rather than quantity of skills to be learned. 18 88 4.89
5. Alignment with the materials goal and pedagogy
29 Material content aligns with the principles of communicative language teaching approach. 18 81 4.50
30 The context of the material clearly highlights the the particular field / area by which the English language is needed. 18 83 4.61
31 The target performance standards for the activities are anchored on addressing the struggles or needs of the students with the language. 18 82 4.56
32 All aspects of the material (such as physical characteristics, content) complement each other well to achieve the syllabus objectives. 18 86 4.78

Table 1: Evaluation core result according to items

The evaluation was divided into 5 main criteria:

No. Number of respondent Maximum score Score Percentage
1 General appearance and organization of the materials 18 25 23.11 92.44
2 Content, task and activities 18 60 53.83 89.72
3 Use of the material 18 35 31.17 89.05
4 Assessment 18 20 18.06 90.28
5 Alignment with the materials goal and pedagogy 18 20 18.44 92.22

Table 2: Evaluation score result according to criteria

 Chart 1: Instructional Design evaluation performance according to criteria

D. FINGINGS AND SUGGESTION FOR IMPROVEMENT TO THE DESIGN

Only 18 learners responded to the evaluation questionnaire out of a total of 20

students in the first batch of teacher training course. The table above summarizes the
evaluation score for each item in relation to the instructional design. It is observed
that the majority of items have an average score greater than 4 points, indicating that
they are approaching the maximum score of 5. It is possible to interpret that a score
greater than four points indicates the design's reliability as a training platform.

Although the majority of the items have a score greater than 4, there are two that have
a score less than 4. Item 17 and 19 have a score of 3.06 and 3.78, respectively. The
designer must investigate and revise the design if any improvements can be made.

Table 2 shows the results for the teachers' training instructional design criteria. The
overall appearance and organization of the material is 92.44 percent, with scores of
89.72 percent for content, task, and activities. Alignment with the material's goal and
pedagogy is 92.22 percent, while use of the material and assessment are 89.05 and
90.28 percent, respectively.

We can clearly see from chart 1 that two of the instructional design evaluation criteria
outperform the others. The overall appearance and organization of the material
outperform the other criteria by 92.44 percents. It is accompanied by the Alignment of
the material with pedagogy, which is 92.22 percent. The designer must review two
evaluation criteria: the content, task, and activities, as well as the usefulness of the
materials. According to the first batch of learners' collective evaluation results, both
of these criteria received less than 90 percent.

The designer may need to visit each item on the evaluation instrument to get a clear
picture of which item scored poorly and affected the overall score of the criteria.
There could be content that was overlooked during the design analysis phase.
Changes in instructional design are required from time to time because the demand
for specific tasks changes as technology changes. As technology advances, so does
the demand for teachers' teaching skills. Revision of any instructional material is
critical in order to keep up with field demand. We believe that nothing is permanent,
including instructional design.

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