Task 2 Identify Component Skills

Identify Component Skills for each Problem in the progression

Evaluate Courses. Listed in the course content section of this syllabus you will find a number of online demonstration courses. You should try to evaluate each of these courses using the course evaluation rubric.  These course evaluations should include much more than merely noting the absence or inadequacy of a given instructional element.  When an element is missing from the course you should assume the role as a consultant and recommend to the designers of the course how they could improve there course.  Please be very specific in these recommendations.  This is where online discussion with other participants in the class can be fun as you explore ways to improve these already good courses.

Please post your evalautions to obtain feedback from other members of the class. After you have evaluated each course using the rubric you may want to compare your evaluation to the feedback evaluation by clicking on the links in the next section.  If you find that your evaluation is not the same as mine you may want to write a brief explanation of why you think your evaluation is more adequate. (It is a judgement call and your evaluation may be better than mine.) You will learn much more if you do not look at the feedback until after you have attempted your own evaluation of the course.  

After you have studied and made recommendations for the demonstration courses you should locate an online course, evaluate this course using the e3 evaluation rubric and make recommendations for how this course could be improved. Post the URL for your course, your evaluation and recommendations to the appropriate forum in the discussion board. You will learn more if you each critique the evaluations of at least 3 or 4 other students.

Studying the evaluation rubric, the demonstration courses, and evaluating another course that you locate should prepare you to add component skills to your own prototype.

Feedback for Demonsration Courses

Feedback: English Grammar (87.5 Kb)
Course Evaluation Form (122 Kb)
Feedback: Digital Craft (148.5 Kb)
Feedback: Physics Laws of Motion (171 Kb)
Feedback: Biology Water (159 Kb)
Feedback: Star Sportsmanship (159.5 Kb)
Feedback: Gannt Charts (156.5 Kb)
Feedback: Furniture Sales (419.5 Kb)
Feedback: SketchUp (323.5 Kb)

Design a functional prototype.  According to the project plan you have submitted post a notice to the discussion board for your group when the next draft of your functional prototype is ready for review.  This draft should include at least demonstration for each of the component skills.   A second draft may then include application for each of these component skills and how these skills are applied in the corresponding whole problem or task.   Your component skills should include kind-of, how-to, and what-happens skills for your problems. Please provide the URL for your functional prototypes which can be on a wiki or website.  Or if it is not too big you may attach your functional prototype to your posted message on the message board.

Provide liberal annotation for your prototype.  You should apply the Course Evaluation Rubric for each type of component skill to your prototype.  Your annotation should indicate how your prototype implemented the criteria from this rubric. Your annotation should also describe the approach you took and should clearly reference those sources, both from the course materials and other sources, that you used to justify your decisions.


Remember when functional prototypes are posted you must critique the work of two other studens or groups. Please post your comments and suggestions to the discussion board designated for the student or group you are reviewing.

 

Task 2 Notes for Identiying Component Skills
[Click here for notes]

 

Task 2 Resources for Identifying Component Skills


Clark, R. C. (2008). Section two: How to Teach Facts, Concepts, Processes, Procedures, and Principles. In developing Technical Training: A Structured Approach for Developing Classroom and Computer-Based Instructional Materials (3rd ed.) (pp.55-179). San Francisco: Pfeiffer.
Merrill, M. D. (1997). Instructional Strategies that Teach. CBT Solutions (Nov/Dec), 1-11. [Click here for a copy]
Merrill, M. D. (2009). Finding e3 (effective, efficient and engaging) Instruction.  Educational Technology. [Click here for a copy]
Merrill, M. D. (2001). Components of instruction toward a theoretical tool for instructional design. Instructional Science, 29(4-5), 291-310. [Click here for a copy]



 

 







 
   
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