EDER 673 – INSTRUCTIONAL DESIGN

Graduate Division of Educational Research

Faculty of Education

University of Calgary

Instructional Blueprint

Assignment #1

Submitted to:

Elizabeth Childs

Professor EDER 673

Submitted by:

Dawn Hayward

237521

 November 20, 2000

Table of Contents

Introduction - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Page Three

Instructional Blueprint - - - - - - - - - - - - - - - - - - - - - -Page Three

Instructional Delivery Methods - - - - - - - - - - - - - - - -Page Five

Appendix #1 – Needs Analysis - - - - - - - - - - - - - - - - Page Five

Appendix #2 – Learner Analysis - - - - - - - - - - - - - - - Page Six

Appendix #3 – Environmental Analysis - - - - - - - - - - Page Six

Appendix #4 – Criticality and Difficulty - - - - - - - - - - Page Six

Appendix #5 – Content Analysis - - - - - - - - - - - - - - - - Page Six

INTRODUCTION

In 1997, the Avalon East School board introduced school councils to every school in the district.  One of the first mandates of the councils was to survey all stakeholders for its school regarding areas they felt needing improving in order for the school to be a better institution.  Given this task, the St. Kevin’s High school council surveyed students, staff, parents and members of the Goulds community.     They found that 63% of respondents (Breakdown: 72% students, 60% staff, 57% parents, 48% community members) felt that career development was an issue that needed improvement within the school.

Armed with this information, a sub-committee was set up to tackle the problem of a lack of career development options available for the students of St. Kevin’s.  Analysis of surveys, questionnaires, and interviews of Grade 11 and 12 students showed that 57% of those questioned sought career planning advice from their parents.  It was the Career Development Committee’s decision that more information should be available to the parents of students from the school so that they could help their children make better choices.  In late 1996, the Avalon East School Board had implemented the program “Parent As Partners: in their teen’s career development”.  This was a workshop for parents to learn about career development, myths about career planning, labour market information and trends and helpful strategies to help teens work through the career planning process.  Due to lack of funding the program was abandoned in 1998.  The Career Committee decided to modify this program and develop their own workshop, making it specific to the needs of students and parents within their community.  This instructional blueprint outlines one portion of the workshop designed to introduce learners to the choices and resources available within the Goulds Community.   

INSTRUCTIONAL BLUEPRINT

INSTRUCTIONAL DELIVERY METHODS

The attendees will receive a large portion of the information through lecture with overheads and photocopied sheets as visual anchors.  A team activity will serve as an icebreaker and another as a discovery of career options available and their relevance to school work.  A short video will be shown to stress parental importance in a student’s transition from the education system into the workforce.  Finally, the learners will be provided with the opportunity to explore career related websites, having already been bookmarked in the computer lab.  Photocopied sheets will be available outlining all information discussed during the session.

APPENDIX #1 – Needs Analysis

As stated above, 57% of students attending St. Kevin’s High seek the advice of parents when exploring career options.  Over half of those questioned did not know that there was a Career Information Center located in their community and 62% of those who did know it’s location, had never sought information there.  It was decided that for parents to give accurate and applicable information to their children during career planning, they should be informed of graduation requirements for post-secondary institutions, resources available for career options, scholarship information, and workforce trends.    

APPENDIX #2 – Learner Analysis

The learners for this workshop will be 25–30 adults between the ages of 38-55.  Since the workshop is voluntary, each participant is involved due to an interest in the subject area.  Although their presence establishes internal motivation, the workshop will be structured to allow for differences in learning styles.  The learners will have one or more students attending St. Kevin’s High and will be members of the Gould’s community.  As it is difficult to assess the learner’s proficiency with computers and the Internet, only a small portion of the session will be spent in the computer lab.  Time on the computers will be organized, supervised, and directly instructed for those whom it is needed.     

APPENDIX #3 – Environmental Analysis  

The two-hour workshop will take place on the main floor of a handicap accessible school.  The conference room, which contains six large tables and chairs, will accommodate the 25-30 attendees comfortably.  The room is equipped with a large screen projector is wired for microphone sound.  The two small conference rooms off the main area will be used during the team activities and the computer lab across the hall will accommodate all learners.    

APPENDIX #4 – Criticality and Difficulty

Each learner that attends the workshop will do so from a desire to assist in their child’s career choices.  Aside from this fact, it is difficult to predict any other common learner characteristics.  With this in mind, it has been deliberately decided to keep the information as simple as possible.  Critical information, coloured red, is considered so, as it could prevent the learner from acquiring subsequent knowledge.  Difficult information, coloured blue, is considered so, as it may be unfamiliar to the learner or cause a misconception.  Information that is both critical and difficult will be coloured purple. 

APPENDIX #5 – Content Analysis

NOTE: In allowing for the many learning styles and educational experiences of the participants, most of the information will not require previous knowledge.  We feel that making this an introductory information session will best incorporate all of the learners and maximize the benefit of the workshop.