EDCI 270 Instructional Design Literacy

Individualized Instruction Project

Explanation and Assessment Guide
Purpose
The purpose of this project is to give you a full experience developing instructional materials
from the initial conception through the evaluation of the finished project. It will require an
integration of the concepts presented within the text and the class discussions with a specific
development tool.
This project will also be submitted as an artifact within the TaskStream Electronic Portfolio. It
will contain a narrative and it will be evaluated by the Gate Review Committee.
Example project from a previous semester:
http://emilylouiseelmore.weebly.com/project-3.html
Planning for the Individualized Instruction
1. Brainstorm potential topics and audiences for the materials. Tie this topic directly to your
course theme. NOTE: Think of it this way, you are teaching a lesson on your theme topic
and plan to develop center activities in order to electively teach your lesson. Develop
instructional materials for your learner to use during their time in the center.
2. Select a target topic and audience. You MUST select an educationally relevant topic. All
other topics will not be accepted for this project.
3. Complete some initial research on the topic. Begin developing and assembling your
planning cards. Check with the lab and course instructor for the proper formatting of the
planning cards.
4. Check with your lab instructor to get initial confirmation of the topic and an overview of
the initial main subject planning cards.
5. Continue with the development of the planning cards. Make sure that individual planning
cards address relevant instructional activities. Complete the planning checklist (see
checklist below) and review it with the lab instructor.
6. Within the planning, include the directions that will be given, how the user will interact
with the program (what questions will be asked, how feedback will be given, how the
program will branch, etc.), and the needed technical information (e.g., type of
background, buttons, visuals, sound, etc.).
7. Review the requirements of this projects Assessment Guide. Note that this project will
include an instructional video that you create, upload to YouTube and then embed as a
key element.
8. Get a final check-off of the planning cards from your lab instructor. Make sure your
instructor signs the planning card sign off sheet to show that this has been accomplished.
Developing the Individualized Instruction
1. Review the key features of MS PowerPoint.
2. Review the examples of previously completed similar projects. Your lab TAs and the
course instructor should have access to projects for you to review.
3. Based on your planning cards, develop the instructional materials.
4. After an initial draft has been constructed on PPT, use the Peer Review form (see below)
and have another member of the class review your work and give his/her critique.
5. Make the needed changes based on the peer review and continue to refine the project.

ID Literacy: Individualized Instruction

6. Go to an EDCI 270 open lab session (M-F 9:00 AM to 5:00 PM, room 3288 BRNG) and
have one of the open lab TAs review/critique your project. The open lab TA will also use
the Peer Evaluation form. All peer evaluation forms must be included when the final
submission of the project is completed.
Evaluating the Individualized Instruction
1. Review the materials with this projects Assessment Guide. Based on the assessment
guide and the feedback given by the lab instructor, the peer review, and the review from
the open lab TA, make the needed changes to the project.
2. Review and self-evaluate the full program a final time. Make all final changes.
3. Write a reflection/narrative that addresses the following questions:
a) What works best about your project?,
b) What do you wish you had time, energy, and money to make this project even
better?,
c) What value did the planning cards and the peer evaluation have for your project?,
d) What have you learned about the instructional planning process based on the
completion of this project?, and
e) Which of the ISTE teacher standards have you addressed and how they were
addressed, through the development of this project?
Publishing the Individualized Instruction
1. Publish your project and your narrative on TaskStream (the COE's Electronic Portfolio
system).
2. Upload your project to your Project I web site portfolio.
NOTE: This project is the major artifact from EDCI 270 that will be stored on the
TaskStream e-portfolio assessment system. You must complete it, publish it on TaskStream,
and have it evaluated and accepted by your lab instructor. If you fail to do this, your
progress within the teacher education program at Purdue will be stopped at the next gate
assessment phase.

ID Literacy: Individualized Instruction

Planning Card Checklist

When submitting your planning cards, it is important that they contain the proper content. For the
cards to play an important role within the instructional development process they must be
constructed PRIOR to the finished instructional product and they must be used as a means to
guide and direct the final project development.
The planning cards are used to help you in the following ways:
1. As a means to brainstorm ideas, procedures, content, audience information, layouts,
technical information, etc.
2. As a means to outline how each of the instructional activities will be considered and
presented within the instructional product.
3. As a means to readily sequence and guide the development of the instructional product.
To be effective, your stack of planning cards for this project must contain the following:
1. A minimum of one card that explains the characteristics of the target audience for the
finished instructional product. That is, explain who the audience is and what needs to be
considered when developing materials for this audience.
2. A minimum of one card about the learning environment of the finished product. Where
will the learner be using this product and what types of benefits and/or challenges does
this offer. Additional cards may be needed to give insights into how the materials need to
be developed to overcome some of the environmental challenges.
3. A minimum of one card that lists all of the instructional objectives that have been
developed for the finished instructional product. Each of the objectives should be clearly
written and constructed to include a performance, condition, and criteria as outlined in
ETTL Chapter 4. Cards will not be acceptable (and the overall project considered
incomplete) unless the objectives are clearly written and presented.
4. A set of cards that address each of the instructional activities. This would include cards
addressing motivation, orientation, information, application, and evaluation activities. In
most cases the majority of cards will be focused on the information activities. Multiple
cards will be needed to indicate all of the content that will be presented, the order and
depth of that information, etc. Proper planning for this project requires you to address
each of these activities (some of them, e.g., motivation, may need to be addressed in
several places within the stack of cards).
5. Once the cards have been created and sequenced, it is time for you to have someone else
examine them. In the best of all worlds, an individual from your actual target audience
would be the best to look over your cards. However, if you don't have access to them, try
a lab partner, co-worker, friend, family member, etc. Have them work through the
sequence one card at a time and give feedback on information that is confusing,
misleading, or wrong. Add (and subtract) cards to help clarify specific bits of information
or activities. Have the individual practice with your cards as you would have them look at
your final product. Sit close by so that you can hear their comments and take notes about
the suggested changes.
6. When that review has been completed and the proper changes have been made, set an
appointment (NOTE: It may require two appointments to get this completed) with your
lab teaching assistant (he/she will have a sign-up sheet to make this a painless process) to
review your planning cards. Your TA will give additional insights into what is needed
and how changes could be made to enhance your overall project. Your TA will expect
you to make the changes to your cards BEFORE he/she gives final approval for your
project and signs off on your cards.
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ID Literacy: Individualized Instruction

EDCI 270 Planning Checklist

Planning Cards
TA: _____________________
Please return this sheet along with your final project. Points for the planning process can
then be awarded based on the revision according to given suggestions.
Students name:
Planning cards:
Target Audience/Learner Description
Learning Environment
Objectives
___ Condition ___ Performance ___ Criteria
Instructional Activities
Orientation
Motivation
Information
Application
Evaluation
Design/Layout
Indication of the above instructional activities
Navigation buttons
Hyperlinks
Embedded video
Indication of graphics/sound/animations
Content (summary)
Resources (references)

Date:

Student Signature: ___________________TA Signature: ________________________

ID Literacy: Individualized Instruction

Individualized Instruction Project

Peer Review Form
Reviewers Name:
Title of the project that was reviewed:
Author of the project that was reviewed:
Rating

Please give each component a value according the following rating system:
1- needs lots of work 5- Excellent, dont change a thing!
Description

Content
Proper instructional activities (e.g., orientation, motivation, information, application, and evaluation) have
been incorporated within the program.
Relevant media (e.g., graphics, audio) are incorporated throughout the project.
Content is relevant, understandable, and cohesive throughout the program.
The embedded video was relevant and supportive to the overall content of the program
Content fits cohesively within the authors theme, reflects target audience and it at the appropriate level
for the intended audience

Format
Attractiveness/visual appeal of the full project.
Ease of navigation through the program (effective use of action buttons and/or links to offer user control
and connect the various slides/cards/pages).
Free of typographical and other errors.
Visual, video and/or audio media display correctly and add to the clarity of the project and are not
distracting.
The minimum number of slides (20 or more) has been incorporated with the program
1.
3.
4.
5.

What did you like about the project? What are the projects strengths?
What are the projects weaknesses?
If the project is missing instructional strategies, what specific examples can you suggest?
Does the project reflect the target audience? What suggestions can you give to better represent that
group?

* Complete this form and print out TWO copies. One copy should be given to the person whose
project was reviewed. The other copy goes to the reviewer.

ID Literacy: Individualized Instruction

Individualized Instruction Project

Assessment Guide (120 pts. maximum)
Name ________________________________

Peer review was

completed? _____

Score*____________
*All points contingent on successful TaskStream upload

Assessment Criteria and Point Values:

Project Planning (20 pts.)
___ (12 pts.) Set of planning cards with proper content and technical information were created, then
checked and signed by lab instructor.
___ (8 pts.) Objectives were included and written in the proper format (3 parts).
___ (-10 penalty pts.) Planning cards not completed, or not completed until after development of the actual
project.
Project Content (45 pts.)
___ (20 pts.) Content is relevant, understandable, and cohesive throughout the program.
___ (7 pts.) Proper instructional activities (e.g., orientation, motivation, information, application, and
evaluation) have been incorporated within the program.
___ (7 pts.) Relevant media (e.g., graphics, audio) are incorporated throughout the project.
___ (7 pts.) A relevant video was created by the author and embedded within the project. The video was
successfully integrated to explain, demonstrate, or elaborate on a key part of the modules
information.
___ (4 pts.) Author notes and/or footnotes with content reference citations are included for all info/content
slides.
Project Format (25 pts.)
___ (5 pts.) Attractiveness/visual appeal of the full project.
___ (5 pts.) Ease of navigation through the program (effective use of action buttons and/or links to offer
user control and connect the various slides/cards/pages).
___ (5 pts.) Free of typographical and other errors.
___ (5 pts.) The minimum number of slides (20 or more) has been incorporated within the program.
___ (5 pts.) Visual, video and/or audio media display correctly and add to the clarity of the project and are
not distracting.
Peer Evaluation (10 pts.)
___ (5 pts.) A peer from the class completed an evaluation of this project. The peer evaluation form was
filled out, submitted, and suggested changes were addressed within the final project.
___ (5 pts.) A clearly written, informative evaluation of another students Individualized Instruction Project
was completed and submitted in a timely fashion.
___ (-10 penalty pts.) Failure to complete an open lab TA review of the project.
Project Narrative (20 pts.)
___ (20 pts.) A clear, concise, quality project reflection/narrative was submitted that addresses each of the
following questions:
a) What works best about this project?
b) How would you make your project better if you had more time, energy, and money?
c) What value did the planning cards and the peer evaluation have for your project?
d) What have you learned about the instructional planning process based on the completion of this
project?
e) Which of the ISTE standards for teachers have you addressed through the development of this
project? In what ways have these standards been met?