Justification

=Justification= Introduction ** Classrooms are becoming centers of learning based on Information Technology. Increasingly, students in schools today have regular access to a computer lab, laptops, and/or Smart boards as part of their daily instruction. To use this increased level of technology effectively, teachers need to develop a greater degree of competency in Instructional Design. Further, as lessons incorporate more technology, teachers need to be better able to plan and prepare for the continuing integration of IT into the all aspects of learning. This justification presents the details of our instructional design model and justifies the reasoning behind its creation. Analyze Learners ** The first step in this instructional design is to develop knowledge of the general characteristics of the students, their competencies and learning styles. This step comes from the ASSURE model developed by Smaldino, Russell, Heinich, and Molenda (1999). It is helpful to know as much as possible about the demographics of the class, special education needs, and socioeconomic levels before continuing in the instructional design process. Knowledge of specific entry abilities such as prior knowledge, skills and attitudes toward the curricular area and computers is equally important to demographics. Finally, an understanding of the students’ learning styles will help teachers to select suitable curriculum outcomes, and develop a problem that is realistic for students.
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The two steps of specifying objectives and specifying a problem are derived from the NTeQ model as described by Morrison and Lowther (1999, pp. 38-43). In the NTeQ model, specifying objectives is positioned in advance of specifying the problem. In our model, it is suggested that these steps can be approached together, or in either order depending on the situation. In reality, many teachers perform these steps concurrently, starting with a general look at curriculum outcomes and possible problems. Teachers then progress from general to specifics by identifying exact objectives as the problem is further developed.
 * Specify Objectives and Specify Problem **

If there is a specific goal for the lesson that is driving the instructional design, it is important to first identify the curriculum outcomes that are suitable and easily combined. These curriculum outcomes are usually derived from school boards or provincial requirements. For example, while doing long-range plans, a teacher may group outcomes together in a writing unit and then develop a vague problem to be solved, or project to be completed. As teachers move from general to specific, they may brainstorm a list of possible outcomes that may be appropriate, and shorten this list while specifying the problem and entering into the planning stages.

If there is a specific problem that requires solving, teachers may specify this before identifying specific objectives. Using the knowledge of general student characteristics that was determined during the analyze students stage; teachers may select a problem that is relevant to students and their background knowledge. Further, teachers should identify learning situations where students can use real world data to identify, quantify and resolve the problem. Often in schools, there are projects that teachers choose before they select the outcomes to be addressed. It is the successful union of outcomes and real-world problem that allow teachers to efficiently move into the planning and implementation stages.

This stage of the instructional design process allows teachers to determine the learning theories that will be addressed in the implementation of the lesson or unit. The concept of the plan for student production is constructivist by reflecting Piaget with “active discovery” (Ginn, p.2). Other aspects are behaviourist, as in setting the objectives and pre-teaching preliminary material and in the expectations of a summative evaluation.

To determine the skills involved in reaching a goal, teachers need to complete an instructional analysis. This step is borrowed from the Dick and Carey model as described by Lee and Lee (1996) and is critical to determine the steps and/or processes that students need to work through to complete the project, or problem. An instructional analysis includes an analysis of the procedures and learning tasks. First, an analysis of the procedures identifies the steps for students to follow. This should be completed for curricular objectives and IT objectives. Teachers' analysis may also include determining the equipment needed to achieve the objectives. The second type of analysis involves all of the objectives of instruction that involve intellectual skills. In this step, students identified as perhaps having difficulty will have to receive assistance or “scaffolding” (Jonassen, p.8) to achieve the outcomes. Teachers may use the instructional analysis to inform the planning stage with details on steps to be completed before, during, and after computer use.
 * Instructional Analysis **

The planning stage includes four interconnected stages. These steps come from the NTeQ model (Morrison & Lowther, pp. 49-58). The four planning steps from the NTeQ model are paired in this model to allow teachers to respond to varied situations. First, planning of the results presentation and assessment is necessary to determine the final product and the methods of assessment to be incorporated. This is based on the educational practice of assessment for learning, or planning with the end in mind. Second, teachers must plan the activities before, during and after computer use as well as those activities that support or replace IT activities.
 * Planning Overview **

These steps can be completed in either order, depending on teachers’ preferences and the resources available.
 * Plan the Results Presentation and Plan the Assessment **

While planning the results presentation, teachers develop a concept of what the finished product will consist of. Morrison and Lowther describe four basic ways of presenting the results that include: written report, poster or bulletin board, web page, or presentation (p. 50). Currently, there are many more options available to students in each of these basic categories. A written report can now be completed in a blog, or a Wiki such as this. Numerical data can be presented as an Excel spreadsheet or data base file. Web pages may include YouTube segments or interactive elements. While planning the results presentation, it is good teaching practice for teachers to produce some exemplars for students. This process may help teachers visualize the final product and solve challenges in the completion of the results presentation.

One of the significant changes in this model as compared to the NTeQ model is the movement of assessment from the last step to mid-way in the instructional design process. The authors feel that "The pupils should be informed about standards of performance” (Hunter, p.1). The goal of this planning stage is to help teachers articulate how students will be assessed throughout the implementation stage. While planning the assessment, teachers need to address diagnostic, formative and summative assessment tools. The assessment tool used in each stage enables students and teachers to determine if students have fulfilled a requirement pertaining to their achievement of the learning objectives and problem. This may relate to specific curriculum objectives, and include qualifiers focused on quantity or quality or both. To effectively assess students, assessment needs to be incorporated into the planning stages early on, so that it is an integral part of the instructional design and not an afterthought.  It is important to note, that one of the great advantages of many computer learning platforms is that “Computer-based instruction allows designers to collect records of learners every action” (Wilson, Jonassen & Cole, 1993, p.5). This formative assessment allows students instant feedback, and enables teachers to correct misunderstandings, and teach mini-lessons to improve performance. The second phase of planning is focused on the activities before computer use, at the computer and after computer use. The elements of the lesson planned during this stage ensure that teachers consider structured activities for all parts of the lesson, or project. The instructional analysis helps inform the planning of these activities, especially if teachers break the task down into specific steps.
 * Plan Computer Activities and Pre and Post Activities and Plan Support Activities **

Pre activities help prepare the students for computer use and encourage effective use of time. Activities such as key word definitions, data collection, outlines, and material organization ensure that when students get to the computer, they are prepared ahead of time and have a place to start.

Computer activities need to be planned with regard to curriculum and IT objectives, student demographics and computer competencies. For example, teachers need to identify the activities that students will engage in while on the computer (Morrison & Lowther, p. 53). These could include information searches using the Internet, writing out a report in a Word document or blog, or collaborating with peers to create a Wiki or PowerPoint presentation. Teachers also need to consider how students will be grouped while working on the computer. Students may work individually, or be grouped in homogenous or heterogeneous groups by demographics, curricular focus, and/or IT competencies.

Post activities include all activities completed when students are finished on the computer. These may include discussions, paper-based activities based on lesson objectives, or self-assessment using formative and summative tools planned earlier in the instructional design.

Supporting activities may often include alternative sources, books, handouts, or magazines with relative material. These activities are required as a ‘Plan B’ in case of technological malfunction or the real possibility of there being too many students and not enough working computers. Supporting activities may be planned with the assumption that there will not be enough computers available. The ‘Plan B’ must be ready before the lesson and include print or video material which students could use to construct meaning. Implementation ** <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 200%;">The implementation stage focuses on the delivery of the lesson and is derived from the ADDIE model. In his article regarding this model, Kruse describes this step as the point in the instructional design process when the materials created in the previous stage are “Delivered or distributed to the student group.” This stage may include sub-phases such as using the media and materials for direct instruction once everything is ready and all students are prepared to start and complete the assignment. Another critical aspect of this stage is encouraging learner participation. It is imperative that students have an interest in participating in the lesson. This motivation could come from using realistic problems that are relevant to the student. Media, such as computers, internet, and CD-ROM’s may also add a novel approach to the completion of the task that will encourage students to participate. Evaluation ** <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 200%;">The final stage of the model comes from the ADDIE model and includes the use of the assessment tools previously developed. This is the opportunity for students and teachers to verify that objectives or outcomes were met and that the problem was solved successfully and presented satisfactorily. Evaluation also includes a reflective aspect that encourages teachers to make revisions and future improvements. A teacher may ask themselves if they would repeat the lesson, and if so what changes should be made. Since few classes are ever the same, teachers may decide what worked well and what didn’t and make necessary changes. Parts of the task that were difficult can be taught more explicitly, modified, or removed. Parts that worked well can also be improved or modified as well to simplify the work involved. Conclusion ** <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 200%;">The AS2IP4IE Model is primarily based on the NTeQ model for the specification of objectives and a problem and for planning. However, this model provides teachers with a choice of order to move through these steps as appropriate to the situation. It does this by pairing them in the following manner: Specifying objectives is paired with specifying a problem; planning the results presentation is paired with planning assessment; and planning computer activities and pre and post activities is paired with planning support activities. The other parts of this model come from the ASSURE Model to analyze learners, the Dick and Carey model is used to determine skills involved, and the ADDIE model is used for the final stages of implementation and evaluation.
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This model combines the fairly general steps from the ASSURE, Dick and Carey, and ADDIE models in a logical order, and incorporates the specific steps of the NTeQ model with options to move through these steps in order that is appropriate to the situation. Resources ** <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 200%;">Ginn, W. (1995) Jean Piaget - Intellectual Development. Retrieved November 10, 2009 from [] <span style="color: blue; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 200%;"> <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 200%;"> Hunter, M. Some basic Lesson Presentation Elements. An Outline of Direct Instruction. Retrieved November 15, 2009 from __ http://www.humboldt.edu/~tha1/hunter-eei.html __
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Jonassen, D. (2000). Computers as Mindtools For Engaging Critical Thinking and Representing Knowledge. Pennsylvania State University, USA. Retrieved October 29, 2009 from __ http://mage.macalester.edu/africa/mindtools/%20MindTools.pdf __

Kruse, K. Introduction to Instructional Design and the ADDIE Model. Retrieved October 29, 2009 from []

Lee, H. & Lee, S. (1996). Dick and Carey Model. Retrieved October 29, 2009 from [|http://www.umich.edu/~ed626/Dick_Carey/dc.html]

Morrison, G. & Lowther, D. (1999). Teacher as designer. Integrating Computer Technology into the Classroom, pp. 37-60. New Jersey: Prentice-Hall. (Chapter 3)

Smaldino, S., Russell, J., Heinich, R. & Molenda, M. (2004). Instructional Technology and Media for Learning. PowerPoint Presentations. Retrieved November 25, 2009 from []

Wilson, B., Jonassen, D., & Cole, P. (1993). Cognitive Approaches to Instructional Design. in G. M. Piskurich (Ed.), The ASTD handbook of instructional technology (pp.21.1 - 21.22). New York: McGraw - Hill.

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