I understand that we will be learning about this in upcoming chapters. But I was just curious, when we write the paper are we making up fictitious data about all our students, giving general information about a typical class, or just explaining the models we feel would give the best insight to a class? One sample paper seemed to go into more detail than the other. I understand that while the design is tasked centered the students individual level, learning styles, etc do determine the rate and format that the content is delivered; so with that in mind the class we create would have to support the tasks in the PITP organizer.
Good question. In the paper, you're basically created a plan that would be carried out at a future date. It's usually easiest for folks if they can identify an instructional problem and set an instructional goal related to their own classroom or workplace, because that makes the process a bit more concrete.
I don't expect you to make up data, or to have implemented your plans. So for example, take the needs analysis. What I'd want to see is an explanation of why NA is important in the ID process, what NA model you chose, why that was a good fit for your instructional problem and goal, and how you would carry out a NA using the model you chose (including what data collection tools you would use, and even some sample interview or survey questions). In the paper, you might use language such as:
Morrison, Ross and Kemp's (2004) needs analysis will be implemented using the following steps. ...
Does that make sense?
Should we be writing this for an audience that is not familiar with ISD? Should we be explaining basic ISD concepts throughout the project?
In terms of audience, you do want to do some explaining of ISD concepts, but you don't need to spend a great deal of space doing so. You'll primarily demonstrate your understanding of the ISD process through the... [continues]
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