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ADHE 329 Assignment #2 Page 1 of 11

Assignment 2 Template

Marking criteria
Needs Assessment Overall strategy and rationale PCs: sources of information and research methods; appropriateness of collection procedure DCs: sources; who decides? (values/power)	/10
Capabilities PC/DC pairs: explicit and clear; ascribed vs felt; timing; settling disputes Priority: criteria (importance and feasibility); appropriateness (who decides?)	/5
Goals and Objectives: General goal(s) List of specific learning objectives Rationale: link between objectives and goal; choice of format Types of learning: specified and explained Summary of needs and objectives (e.g. worksheet)	/5
Reflection and Insights: Conclusion Evidence of research, appraisal of resources Insights/observations on program planning	/5
Presentation/Organization/Style: Grammar, Syntax, Typos, Spelling Paragraph/Sentence Structure ("readability") Headings and Subheading ("organization") Footnotes, References, Bibliography Punctuality	/5
Total:	/30

Assignment #2

Justify, Focus Planning, and Clarify Intentions

This assignment should distinguish between the following two ideas:

process (a needs assessment) and

the products of that process (PCs, DCs, program goals, learning objectives).

I. Consider Your Reflections:

What are your reflections on and revisions for Assignment #1?

II. Justify and Focus Planning:

a. What is the general strategy you would employ to assess the needs of the learner community identified in Assignment #1, and how do you justify this/these strategies over others (explain specifically referring to the factors in your context that make this a good choice).

1. Are your descriptions and rationale thorough, clear, and justified? Why you have chosen this particular approach over other possibilities?

2. What characteristics of the organizational context and learner community are especially important to consider in developing your needs assessment? What factors in your context affected your choice of strategy? Are there any ethical/political/social ramifications?

3. Determining the present capabilities (PCs) – questions to consider:

1. What are the sources of information you will access? Explain your choices.

1. How appropriate are the collection procedures you have chosen for your context/ learner community?

1. Have you considered how the data will be used and whether it is necessary?

4. Determining the desired capabilities (DCs) – questions to consider:

1. What are the sources of information you will access? Explain your choices.

1. How will the desired capabilities be determined and by whom?

1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs?

1. How do you prioritize your list of needs statements?

c. Provide a comprehensive set of need statements (pairs of PCs / DCs)

1. Are they explicit, clear, in accordance with guidelines and did you consider ascribed versus felt needs?

2. Who will be responsible for writing the set of need statements?

3. Is the timing to achieve DCs appropriate and justifiable?

4. How will you manage disputes over either PCs or DCs?

III. Clarify Intentions – Develop Goals and Objectives:

a. What are your general goal statements? These are "broad statements of purpose or intent” for the entire program – focus on learning, not program operations or instruction.

b. What are the specific learning objectives that support your goals? Use the Worksheet 2 below. (Please post your list of learning objectives along with the title of your program and a two or three sentence reminder of what you’re planning. You post this to the discussion forum: Developing your needs assessment and learning objectives.) Doing this ahead of the assignment deadline means more opportunity for feedback.

c. Have you drawn the links (relationships) between and among the objectives (i.e., which ones must be achieved first); also between the needs you have identified and the intended outcomes of the program? That is, have you shown how the objectives clearly address the identified needs?

d. Have you made explicit and justified the objectives format you chose? (e.g., Mager, Caffarella, Gronlund, etc.)

e. Have you identified the types of domains of learning your program will foster – cognitive, affective, psychomotor – and explained your reasoning? It is a good idea to note the domain represented by each learning objective on your objectives summary.

IV. Summarize Needs and Objectives:

See worksheet later in this file for a suggested format.

V. State Your Conclusions:

a. What are your concluding reflections on this assignment?

1. How does this unit justify and focus your planning?

2. What insights have you gained from developing units one and two of your program plan?

3. How have these influenced each other, and your preliminary thinking for the rest of your planning?

4. What resources have been most helpful in the development of your ideas?

Word Count: 2000 words (excluding worksheets)

Worksheet 1: PCs/DCs

	Paired Needs Statements	Corresponding Objectives	Type of Learning
1	PC:	You should take the statements you write here and refine them in the next worksheet.
	DC:
2	PC:
	DC:
3	PC:
	DC:
4	PC:
	DC:
5	PC:
	DC:
6	PC:
	DC:
7	PC:
	DC:
8	PC:
	DC:
9	PC:
	DC:
10	PC:
	DC:

Worksheet 2: Learning objectives

This is a worksheet for developing your learning objectives. Consider each of these aspects of your objectives. You should use the columns to help you write different parts of the learning objective statement.

The Learner…[footnoteRef:1] [1: This worksheet is based on Caffarella and Daffron, Exercise 8.1 page 205.]	Action Verb	Content	Conditions under which the learning is to be demonstrated	Criteria for acceptable performance (i.e. how will you measure success?)

Assignment 3

Marking criteria

Discussion of Planning Context and Learner Community /5

Schedule for Program

• Sufficient detail: schedule and activities

• Effectiveness/feasibility of schedule

• Appropriate sequencing of tasks• /5

Instructional Approaches and Activities

• What approaches/activities and why?

• Instructional Aids

• Room Arrangements

• Barriers for participants; how to address them

• Building a positive climate; learner participation

• Roles of Instructor/Participants

• Link plan to objectives stated in #2• /10

Reflection and Insights:

• Conclusion

• Evidence of research, appraisal of resources

• Insights/observations on program planning /5

Presentation/Organization/Style:

• Grammar, Syntax, Typos, Spelling

• Paragraph/Sentence Structure ("readability")

• Headings and Subheading ("organization")

• Footnotes, References, Bibliography /5

Weighted Total:

/30

Assignment #3

Formulate an Instructional Plan

I. Consider Your Reflections:

What are your reflections on and revisions for Assignment #2?

II. Develop an Instructional Plan:

a. What characteristics of your planning context and learner community are especially important to consider when designing your instructional plan? (e.g., size of participant group, existing knowledge/skills, instructor ability, nature of learning task, type of objectives, etc.) Explain briefly how these factors affected your plan.

b. Provide a detailed schedule of the program, indicating the distribution of hours among major topics to be covered, breaks, white space (buffer time), and other elements of the program. Recommendations for structuring this are the “Detailed Instructional Plan” in Lesson 6 or Caffarella and Daffron’s Exhibit 8.4 on p. 208 (the latter is particularly good because it explicitly links your instruction to the stated learning objectives; c.5. below; see worksheet later in this file). Include a detailed outline of instruction, describing each instructional technique, the estimated times, and aids required for each.

c. Justification for your instructional plan.

1. Explain why you chose the specific instructional approaches and activities for this program (See Caffarella and Daffron pp. 186 and following for details).

2. What room arrangement would be most suitable for your program and why?

3. What possible barriers might participants encounter within this learning experience and how might you address these through your instructional design?

4. How would you build a positive learning climate (physically, psychologically, and emotionally)? How and why would you involve participants? See the Wlodkowski reading for ideas on how to structure this discussion.

5. What are the roles of both the instructor and participants within each aspect of the learning process?

6. Have you included your set of statements regarding the needs, goals, and objectives? Have you demonstrated the links (relationships) between the objectives you have identified in Assignment #2 and the instructional techniques, content, and process you have developed here?

III. State Your Conclusions:

What are your concluding reflections on this assignment? How might the development of your instructional plan influence what you have planned and will plan?

IV. Online discussion forum.

Please post a brief description of the instructional techniques you’ve selected and why you think they will be effective for your learners. Only a brief sampling is expected, not a full, detailed explanation.

Word count: 2000 words (excluding the Instructional Plan table below)

Assignment 4

Marking criteria

Promotion/Communication

• Promotional Plan: Rationale: strategy and means of communication

• Content: what to communicate and when• /2.5

Budget, Admin and Support Services

• Budget: Sources of financing: Exhibit 14.3

• Resources provided without cost

• Program costs: Exhibit 14.1; direct and indirect

• Discussion of profit/break even and program fees

• Administrative Plan: Description of tasks and responsibilities; rationale for adding/omitting

• Chart: who is responsible for each task & when

• Contingency provisions

• Support Services: What is necessary, why, and how they will be provided

• /5

Evaluation Plan

• Stakeholders and expectations; Purpose of evaluation

• Which methods and when to employ them

• Method for collecting and summarizing data; Results: who receives them, why, for what use

• /5

Reflection and Insights:

• Conclusion

• Evidence of research

• Insights/observations on program planning• /5

Presentation/Organization/Style:

• Grammar, Syntax, Typos, Spelling

• Paragraph/Sentence Structure ("readability")

• Headings and Subheading ("organization")

• Footnotes, References, Bibliography• /2.5

Total

/20

Assignment #4

Formulate an Administrative Plan and Summative Evaluation Plan

I. Your Reflections:

What are your reflections on and revisions for Assignment #3.

II. Your Promotional Plan:

a. What means of communication and promotional strategies would be most effective in reaching your learner community?

b. What kind of information about the program should be communicated and when?

Your promotional plan should discuss in some detail exactly what it is you plan to say and what media you will use to get this message out. Caffarella and Daffron (p.325) illustrate some of the detailed aspects of promotion to consider.

III. Program Budget: (point form is fine, but be sure to justify your statements)

a. How will the program be financed? (Adapt exhibit 12.1, p. 307-308 of textbook to your program; indicate estimates for all sources of income; see the worksheet later in this file)

b. What resources will be contributed without cost to the program? Be sure to indicate the monetary value for each of these.

c. What are the costs of the program? Adapt exhibit 12.1, p. 306-307 of textbook to your program. Consider both direct and indirect costs – indicate estimates of the fair market value for all resources used in the program even if they are being contributed. (; see the worksheet later in this file)

d. Does the program have to make a profit or break even, why or why not?

e. What fees will be charged and how did you calculate these?

IV. Support Services: (point form is fine, but be sure to justify your statements)

Have you specified the support services necessary for program success, explained the need for these based on the learner community characteristics, and indicated how each service will be provided?

V. Administrative Responsibilities: (point form is fine, but be sure to justify your statements)

a. Have you provided a description of the administrative tasks and responsibilities and your rationale for adding or omitting tasks? The chart later in this file can be used to specify who is responsible for completing each task and when it will be completed. Note: This is just a suggested format to facilitate the process of outlining administrative tasks. It may be adopted to accommodate all of the tasks or adapted to suit your ideas.

b. What provisions have you considered for dealing with contingencies? See Lesson 11 for a partial list, in order to give you ideas to start your thoughts on contingencies in your situation.

VI. Summative Evaluation Plan – Identify What to Evaluate: (see the Fenwick reading and Caffarella/Daffron Chapter 10)

a. Who are the stakeholders in the evaluation and what information would they expect to receive?

b. What is the primary purpose of the evaluation you would conduct?

c. What components or aspects of the program do you plan to evaluate (program design, learner satisfaction, learning change, etc.) and why?

1. What specific “evaluation questions” do you seek to answer for each component?

2. What evidence will you collect to answer each evaluation question? (Where will you look to find data? e.g., personal sources: participants, supervisors, program staff, instructors, administrators, customers, community members, consultants, etc. Or non-personal sources: reports, documents, program artifacts, etc.)

VII. Describe and Justify Evaluation Methods:

a. What methods will you use to collect evaluation data and when will you employ these? The “Evaluation Plan” provided in Lesson 8 is a good format to use, as it gives a clear, concise summary to which your discussion can refer. Using this table forces you to think through the method you will use to analyze each potential evaluation question. Even with a relatively simple evaluation process, this helps to focus your plan. (see the worksheet later in this file).

VIII. Describe and Justify Data Analysis Process:

a. Who should receive the results, why, and to what uses will they be put?

IX. State Your Conclusions:

a. What are your concluding reflections on this assignment? How might your consideration of the administrative plan influence what you have planned and will plan? How has your consideration of the summative evaluation influenced your thinking on the previously developed components of the program plan?

b. What resource was the most influential in your planning?

c. What are your overall reflections on developing this entire planning project? Please post your thoughts online in the appropriate discussion forum. Your online contribution is related to Assignment 5. Please see details there.

Word count: 1500 words, excluding any worksheets used

Last revision May 2014