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IDD Design Worksheet

Filling out this worksheet should help you to organize your thinking about the design of your
individual ID topic.
As you fill in this worksheet, you will be learning how to use the information that you gathered
during the analysis phase to plan your learning solution.
Note: For each section of this worksheet, be sure to refer to the 00 Support for Individual
Assignments document and the samples from former students to assist you..
Note: Except for the first table, I’m expecting to see sentences and paragraphs.
Note: Be sure to turn in your worksheet in MS Word. This makes it about 10 times easier to
provide feedback on your assignment.

Brief Introductory Info

Provide information in this table to give the briefest idea about your topic. This will likely be the
same as in your IDD Analysis Worksheet. If so, just duplicate that information here.
Your Name Michael Vicent

Your IDD Topic Academic Requirements Report (ARR) and Course

Substitution Training
Organization (Where the learning California State University Monterey Bay
solution will be implemented)
Learners (Target Audience—it’s The primary audience for my learning solution will be
possible that you’ll have both a graduate faculty and staff which includes advisers and
primary audience and a secondary coordinators.
audience)
Note: I’ve set up the paragraphs after the worksheet prompts to be in normal APA Style (1/2-
inch indent for the first line and double-spaced lines). This will make it easier for you to cut and
paste paragraphs into your final IDD document, which will be in APA Style. This also makes it
easier for your professor to read your document, so please do not alter the paragraph settings.
(Be kind to your professor.)
IDD DESIGN WORKSHEET 2

Learning Objectives
Write four learning objectives that would be relevant for your learning solution. Write two
declarative and two procedural objectives. Review the objectives handouts and samples before
you do this. Writing good objectives may be harder than you think. Write each objective and
then break it into pieces to fit into the tables, with the correct part in each column.
You may have a different number of objectives in your final IDD, and you might organize them
differently. Don’t worry about that now, just write four good objectives related to your topic.
Example. From memory, kindergarten students will be able to recall which colors will

result when mixing any two of the primary colors together with 100% accuracy. (declarative)

Condition Learners Behavior Standard

From memory kindergarten will be able to recall with 100% accuracy

students which colors will
result when mixing
any two of the
primary colors
together

Two Declarative Objectives

Given an example student’s ARR, graduate faculty and staff will be able to identify and explain

the meaning behind each section of the ARR with 100% accuracy.

Condition Learners Behavior Standard

Given an example graduate faculty will be able to with 100% accuracy

student’s ARR and staff identify and explain
the meaning behind
each section of the
ARR

Given an example of an “adviser request”, graduate faculty and staff will be able to recall the

meaning of each section of the request with 100% accuracy.

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Condition Learners Behavior Standard

Given an example of graduate faculty will be able to recall with 100% accuracy
an “adviser request” and staff the meaning of each
section of the
request.

Two Procedural Objectives

Given an example student’s ARR, graduate faculty and staff will be able track a student’s

progress towards degree without error.

Condition Learners Behavior Standard

Given an example graduate faculty will be able track a without error.

student’s ARR and staff student’s progress
through a given
program

Given a course and its substitute, graduate faculty and staff will be able to process a course

substitution in OASIS without error.

Condition Learners Behavior Standard

Given a course and graduate faculty will be able to without error.

its substitute, and staff process a course
substitution in
OASIS

Test Instruments
Write four test items, one for each objective above. For the declarative objectives, you should be
able to write multiple choice, fill-in-the-blank, short answer, or essay questions. For the
procedural objectives, you may want to describe a performance test.
Note: Test questions do not have to be in APA Style.
IDD DESIGN WORKSHEET 4

Declarative Example. Which of the following colors will result if you mix blue and yellow
paint together? Choose the one best answer.
a. Purple
b. Orange
c. Brown
d. Green
Answer: Green
Procedural Example. The teacher has the students mix the right colors together to create the
following colors: purple, orange, and green. The teacher reviews the results and checks off the
number of correct color mixtures on a checklist.

Two Declarative Test Items

1. Match the degree audit icons with their correct definition:
A. Purple triangle 1. Requirement satisfied
B. Red square 2. Planned
C. Yellow diamond 3.Course exception made
D. Blue star 4. Requirement not satisfied
E. Green checkmark or Green arrow 5.In-progress, passing grade required

Answers:
A=3
B=4
C=5
D=2
E=1

2. Define each term below as it relates to creating a course substitution in OASIS:

Requirement #/Line #:
Original Course
Authorized Substitution
Institution
Answers:
IDD DESIGN WORKSHEET 5

Requirement #/ Line #: Corresponds to a specific requirement in the ARR.

Original Course: The course that is being subbed out.
Authorized Substitution: The department approved course that is being subbed in place of
the original course.
Institution: The institution where the course was completed.

Two Procedural Test Items

1. Learners will be given an example ARR which will be broken down into smaller
identifiable sections. The learners will be tasked with identifying the meaning behind
each section in order to check that they understand what is being shown in the ARR.

2. Learners will be given scenarios in which they will be tasked with completing a course
substitution to completion. In these scenarios, a student will request a department
approved substitution for a course and the learner will have to properly identify each
component of the substitution request as required in OASIS. In addition, the learner will
need to explain how to submit a substitution in OASIS to completion.

Media and Delivery System Decisions

Delivery Format(s)
Identify the delivery format you plan to use: classroom, online, synchronous, asynchronous, self-
study, and/or instructor led. Explain why you chose this format.
The delivery format for this instructional training will be an asynchronous web training.

Learners will be directed to a training website which will be created using google sites. By

utilizing a website format for instruction, learners will be able to quickly and easily access and

navigate the training. This format will also allow the instructor to modify the training as needed

due to any future changes.

Media
Note the types of media you will use, for example: audio files, display boards, print materials,
real objects, slides, video, visual aids. Explain why you made these choices.
IDD DESIGN WORKSHEET 6

1. Google Sites: This will serve as the delivery method of my instruction. As stated

above, this allows the learner to easily access a “how to” training in an easy to

comprehend format.

2. Google Forms Quizzes: To check for understanding, learners will complete small

five to ten question quizzes at the end of each section that will test their

knowledge on the material they completed.

3. Most common errors: This webpage will provide learners with a section of

common errors found in both the ARR and when creating a course substitution in

OASIS. This will serve as a way for learners to quickly return to the training and

identify issues they may experience when completing these tasks.

Instructional Strategies and Activities

Agenda
Provide an agenda for the module (this can be in list form). Don’t forget to include an
introduction and a summary. Remember that your IDD design should be for about 1 hour of
instruction (so this agenda should not be terribly long). It’s a great idea to note about how long
you think each item will take in the agenda.
Here’s an example of a partial, generic agenda:
1. Introduction (5 mins.)
2. Teaching/Learning Activity 1 (10 mins.)
3. ...
4. Summary (5 mins.)
Your agenda should go here:
1. Introduction (3 minutes)
2. Matriculation policy (5 minutes)
3. Summary: (2 minutes)
4. Matriculation policy quiz (5 minutes)
IDD DESIGN WORKSHEET 7

Total: 15 minutes

5. Navigating OASIS to the ARR ( 3 minutes)

6. Overview of the ARR (3 minutes)
7. Meaning of each ARR icon (3 minutes)
8. Quiz on ARR icons (5 minutes)
Total: 14 minutes

9. Tracking student progress: an overview of the student’s program plan (10 minutes)
10. Quiz: example ARR (5 minutes)
Total: 15 minutes

11. Course substitution overview (3 minutes)

12. Creating a course substitution in OASIS (5 minutes)
13. Summary (2 minutes)
14. Quiz on course substitution (5 minutes)
Total: 15 minutes

15. Summary of training (3 minutes)

Major Teaching/Learning Activities

Describe the major teaching/learning activities for your module (for example, readings,
presentations, demonstrations, matching activities, case studies, or other types of practice and
assessment).
For example, if you are planning an activity where learners in teams solve questions related to a
case study, then provide a sentence or two to describe how you envision the learners interacting
with that case study.
Here’s an example of one activity that might go with learning about primary and secondary
colors.
Agenda Item
(Teaching/Learning
Activity) Topic Description

All Mixed Up Mixing Primary The students will watch a short video that
Colors demonstrates how to mix primary colors to
create secondary colors.
Choose the major items from your agenda, and describe them in the following table. If you need
more rows, put your cursor in the right-most column of the last row and press your tab key.
IDD DESIGN WORKSHEET 8

Agenda Item
(Teaching/Learning
Activity) Topic Description

Matriculation Policy Matriculation Learners will be given important sections of the

Policy matriculation policy for CSUMB and be tasked
with learning critical elements that pertain to
graduate level students.
ARR Icons ARR Icon Learners will be provided an explanation of
matching each icon and be asked to match their definition
with the correct term.
ARR Sections ARR: Student Learners will be provided sections of an
Program Plan example ARR and be tasked with identifying
the meaning of each section.
Create Course Deviating from Learners will be provided with scenarios of a
Substitution the ARR course substitution and be tasked with
identifying each part and its importance in
OASIS. In addition, they will be tasked with
explaining the substitution process from start to
finish.