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Running head: P.I.E. REDESIGN

P.I.E.-Creating a Lesson Plan

Redesign
Helen Ross
Dr. Keith Pressey Instructor EDU697
Ashford University

Running head: P.I.E. REDESIGN

P.I.E.-Creating a Lesson Plan
Select a prior MATLT activity that demonstrates attainment of Program Learning
Outcome 6 to evaluate technology resources to facilitate effective assessment and evaluation
and Program Learning Outcome 7 to utilize technology to collect and analyze data, interpret
results, and communicate findings. Redesign the activity using instructional design principles
and theory. Using learning in prior courses and the Week Four Discussion, be sure to include an
explanation of which principles and theory you chose and why. Additionally, include a discussion
of any redesign and implementation challenges experienced during the redesign process and how
they were overcome.
Redesign Principles and Theory
The P.I.E. Model was utilized for both the original activity and the redesign. P.I.E. is
planning, implementation, and evaluation. It is a set of general rules that you can adapt to fit
each situation, rather than a rigid procedure that you must follow in the same way every time
(Choi, 2007). The type of program evaluation used for the redesign was Outcome Evaluation.
Outcome Evaluation assesses the extent to which a program achieves its outcome-oriented
objectives (Kingsbury, 2005).
The goal of instruction was modeled after the constructivism principle that learning
should not be structured to the task, but rather to engage the learner in the actual use of the tools
(Dabbagh, 2006). The original assignment and the redesign were constructed for a high school
history class. The goal is for the students to utilize new technology and provide feedback for the
instructor.

Running head: P.I.E. REDESIGN

Redesign
The original activity was a written paper using the P.I.E. Model to create a lesson plan.
The lesson plan was created for a high school world history class. The assignment was a written
paper and a timeline using http://timeline.knightlab.com. The subject was, what events led Hitler
to become the notorious dictator of Germany. The students were required to perform online,
scholarly research to find at least five sources. The written paper would be created using Word
Processor in APA format. The timeline would reflect the information in the written assignment.
The redesign incorporated a rubric using www.rubistar.com and a student feedback
survey using www.surveymonkey.com. The original assignment did not contain any assessment
or evaluation tools. The rubric is shown below:
CATEGORY

Content/Facts

Facts were
accurate for all
events reported
on the timeline.

Facts were
accurate for
almost all events
reported on the
timeline.

Facts were
accurate for most
(~75%) of the
events reported
on the timeline.

Facts were often

inaccurate for
events reported
on the timeline.

Resources

The timeline
contained at least
8-10 events
related to the
topic being
studied.

The timeline
contained at least
6-7 events
related to the
topic being
studied.

The timeline
The timeline
contained at least contained fewer
5 events related than 5 events.
to the topic being
studied.

Spelling and
Capitalization

Spelling and
capitalization
were checked by
another student
and are correct
throughout.

Spelling and
capitalization
were checked by
another student
and were mostly
correct.

Spelling and
capitalization
were mostly
correct, but were
not checked by
another student.

There were many

spelling and
capitalization
errors.

Fonts and
Colors

The use of font

styles and colors
is consistent and
shows a logical

The use of font

styles and colors
is consistent and
shows a logical

The use of font

styles and colors
is consistent, but
is not used

The use of font

styles and colors
is not consistent
OR detracts from

Running head: P.I.E. REDESIGN

pattern. It helps
organize the
material.

pattern for the

most part. It
helps organize
the material
somewhat.

effectively to
organize.

Readability

The overall
appearance of the
timeline is
pleasing and easy
to read.

The overall
The timeline is
appearance of the relatively
timeline is
readable.
somewhat
pleasing and easy
to read.

The timeline is
difficult to read.

Dates

An accurate,
complete date
has been
included for each
event.

An accurate,
complete date
has been
included for
almost every
event.

Dates are
inaccurate and/or
missing for
several events.

An accurate date
has been
included for
almost every
event.

the organization.

The survey questions are: 1) did you find the lesson interesting, 2) did you understand the
assignment requirements, 3) was the timeline website easy to use, 4) did the assignment grab and
hold your attention, 5) briefly explain what you learned from this assignment, and 6) what
suggestions to you have to improve this assignment. The survey can be viewed at
https://www.surveymonkey.com/summary/?survey_id=62639770. The goal of the redesign was
to complete and improve the original lesson plan. This was achieved by utilizing assessment and
evaluation tools.
Redesign Challenges
The redesign challenge was selecting an original activity to redesign. There were two
activities that I wanted to redesign and I struggled to select which one was the best for this
assignment. I settled on this assignment because I felt it needed to be completed. The original
activity lacked assessment and evaluation. I chose to incorporate a rubric to assess the outcome
of the assignment and a survey for a final evaluation of the assignment. I have used Rubi Star

Running head: P.I.E. REDESIGN

and Survey Monkey before and I felt that the two were appropriate for the completion and
redesign of this activity.
Conclusion
An activity from a prior MATLT course was selected and redesigned demonstrating the
attainment of Program Learning Outcomes 6 and 7. The original activity that was selected was a
partially complete lesson plan. The redesign incorporated assessment and evaluation tools to
finish the lesson plan. The tools that were used are a rubric and a student feedback survey.

Running head: P.I.E. REDESIGN

References
Bedard-Voorhees, A. J. (2011 ). Letting them show what they know: Digital assessment
strategies. Education for a Digital World 2.0, Section F: eAssessment: M.
Choi, A. (2007). Instructional Development Model Critique.
Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from Retrieved from
http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
http://timeline.knightlab.com
Kingsbury, N. R. (2005). Performance measurement and evaluation: Definitions and
relationships. . United States Government Accountability Office.
www.rubistar.com
www.surveymonkey.com