Project+Proposal+&+Instructional+Outcomes

//Project Proposal & Instructional Outcomes//

Objective: Design a clear, thorough proposal that aligns with client concerns

"Can you train our teachers how to use Web 2.0 tools?" "Students are not utilizing the software we purchased over a year ago."  "I think students need training on file management for their research projects; they seem to lose important documents regularly."

//What To Do?// When someone perceives and expresses a need, there are several options about how to proceed. An ID will gather requests, concerns, descriptions from key personalities, conduct needs assessments to pinpoint the area(s) of concern, and then construct a proposal before proceeding in the development of a design plan. The Proposal is one of many times throughout the ID process that enables the ID to provide information and gather necessary feedback.

// Prepare a Proposal. // // To prepare an effective proposal, the ID must perform each of the following: // 1. Assess needs. An effective Instructional Design Proposal Includes a statement of needs as expressed by client and researched by designer. Clients' perceived and/or actual needs and learners' perceived and/or actual needs may vary. Effective communication and documented data provided the basis for effective needs assessment. The Instructional designer first determines what the needs actually are through means that resemble part "market survey" and part "assessment of instructional need" (Rogers, 2002, p. 4). The ID gathers data to assess needs through surveys, interviews, and observation that address a variety of perspectives (Piskurich, 2000, p. 263). Without a thorough needs assessment, further development of the proposal is based on inaccurate information.

2. Take into consideration the cognitive and physical abilities of the learners. Alexander (2006) purports that a learner's mental history is as unique as a fingerprint (p. 73). Since prior knowle​dge serves as a filter through which all subsequent knowledge is perceived and understood (p. 73), assessing prior knowledge becomes an essential component of instructional design. The three states of prior knowledge are declarative, procedural, and conditional. Instructional designers should determine declarative knowledge among learners so that he can clarify terms and basic processes before proceeding further. Even though learners may have minimal declarative prior knowledge, they may have just enough to impede further learning. Procedural prior knowledge encompasses the "hows" of understanding; learners perform certain productions as if they are following a "script." Many feel that classrooms should present more procedural knowledge in the classroom by using "a variety of instructional techniques that emphasize procedures and actions" such as problem-based learning (p. 77). Conditional prior knowledge involves when, where, and why knowledge should be accessed (p. 78). All forms of prior knowledge can enhance or hinder current learning. Because prior knowledge can be either tacit or explicit, probing to discover prior knowledge may be greatly beneficial to instructional designer, instructor, and learner. Malcolm Gladwell's book //Outliers: The Story of Success (2008, New York: Little, Brown//) provides numerous, convincing examples that illustrate how tacit knowledge can greatly shape behaviors. Once an Instructional Designer has assessed learners' prior knowledge pertaining to the specific goals and objectives, he can then work to refine former prior knowledge that may obstruct current instruction, and/or he can use prior knowledge as a starting point and link for new knowledge.

4. Designs and/or gather suitable materials to facilitate learning activities. //Materials describe what instructors and learners use to enable and enhance learning. Designers must plan for and estimate the cost of materials in an instructional design plan. The primary consideration is if the media and materials are appropriate for the learner and the context. All materials should be carefully designed and linked to objectives. If designers include print materials, then these materials should be well designed and developed. For instance, Piskurich (2000) recommends including such aspects as a table of contents, page numbers, adequate white space, shorter paragraphs, active voice, clear explanations, and consistent formatting that includes readable font and point size (p. 173). He also warns against using stereotypes, redundancies, and undefined acronyms and jargon (p. 173). Extensive guidelines are available for preparing most types of materials. Overheads should be colorful and easy to read; certain colors elicit certain responses, so colors should be chosen wisely rather than randomly (p. 176).

3. Plan activities through which learners can learn. Materials can also include activities such as labs, problem solving challenges, puzzles, role playing, prizes, lists of physical activities for breaks, evaluation papers and writing utensils, flip charts, books, drawings, task lists, worksheets, literature review, etc. Including a list of materials should be a part of every lesson (Piskurich, 2000, p. 173) so that once the lesson begins, the needed materials are ready and available. //

5. List Instructional Outcomes.

6. Provide review of literature pertinent to overall plan and separate phases.

// Present the Proposal. // According to //Designing Effective Instruction//, "a proposal should include [these] six parts: 1. Statement of purpose. This section should describe the need or problem the project will address and a statement of goals . ..

2. Plan of work. This section might include a brief description of the instructional design process. ..

3. Milestones and deliverables. Milestones are major accomplishments of the project. . . . Deliverables are those objects such as unit, videotape, or report that you will give to the client.

4. Budget. The fourth part of the proposal is the budget, which details all the costs associated with the project. . ..

5. Schedule. This section includes a time line or schedule describing the work on each milestone. . ..

6. Staffing. The final section describes the project personnel, perhaps a brief biographical sketch of individuals or a vita or resume. . . . (Morrison, G.R., Ross, S. M.,& Kemp, J.E., 2004, p. 366).

Morrison, Ross & Kemp (2004) also advise that the proposal be written for the perspective of the client, be concise, and clearly organize and present information (p. 366). Finally, because the proposal is just that --- a proposal --- the Instructional Designer must listen carefully and be willing to adapt the plan even further to align with the client's vision. If the client approves, then the proposal becomes the PLAN, and all participants can set about implementing it.

References Alexander, P. A. (2006). //Psychology of learning and instruction//. Upper Saddle River, NJ: Pearson Education, Inc.

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). //Designing effective instruction// (4th ed.). Wiley. Piskurich, G. M. (2000). //Rapid instructional design: Learning ID fast and right//. Jossey-Bass.  Rogers, P. L. (2002). //Designing instruction for technology-enhanced learning//. Hershey, PA: IRM Press.

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== Need Analysis & Assessment / Learner Analysis / ​​Data and Characteristics / Client Perception / Project Proposal ==