​Design Project for Kelley Bus. Sch.

Final Report.​

(Click on image to access document)

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Project Overview

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As part of my Instructional Design & Development (R521) class project, we had to work in teams to perform instructional design for a real client to bridge any identified performance gap.  My team, comprised of 5 graduate students who share an interest in the business field, decided to approach the Kelley Business School to serve as our client.

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Over at the Kelley Business School, there is a trend to hire more lecturers from the business world to provide more real-world corporate experience to its students. However many of these lecturers making the transition from the corporate world often do not possess the necessary pedagogical skills to take on the classrooms and engage students effectively, resulting in a performance gap issue.  

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Hence as part of our coursework, my team sought to design a solution to solve this performance gap.  From the start, we sought to understand the problem better through interviews with senior faculty members as well as newly hired lecturers to understand the transitional problems better.  In addition, we also analyzed teaching patterns of lecturers who have scored well as well as poorly in student evaluations.  Through all these, our team then obtained an insight into critical areas that required additional training reinforcements.  These formed the basis for the development of our key instructional objectives and we developed the enabling objectives.  Finally after careful consideration and analysis, our team produced a design document that takes into account the prevailing background and proposed the development of 2 training modules to address the performance gap.  

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Module 1 was aimed towards guiding new lecturers towards composing a course syllabus that aligns curriculum with desired student performance outcomes.  Module 2 was aimed towards equipping new lecturers with strategies intended for increasing student accountability for classroom preparedness and creating an active learning environment.

Skills Displayed

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• Analysis - ability to synthesize information gathered to pinpoint areas that required training reinforcement.  Development of the instructional objectives and supporting enabling objectives.
• Design - sequencing the instructional objectives to ensure effective pedagogical flow.
• Strategy articulation - development of the Expanded Performance - Content Matrix to translate and further indicate the areas that each objective targets.
• Communications - designing interview protocols, conducting interviews tactfully - especially for poor performers.
• Client management - client was satisfied with proposed design document and subsequently requested that development and implementation work to be carried out.
• Technology - Microsoft Office, Sharepoint, Goggle Documents, Dropbox.