SFM4 SFM4 Task 1: Instructional Design Theories and Models

Learning Experience Design Foundations I D291

PRFA SFM4

PreparationTask OverviewSubmissionsEvaluation Report

Competencies

2055.1.1 : Explains How to Incorporate Design Thinking

The learner explains standard instructional design process models and how incorporating Design Thinking activities into those models can result in more meaningful, human-centered learning experiences.

2055.1.2 : Examines Various Approaches to Learning

The learner examines various approaches to learning, the learning theories that inform those approaches, and the instructional frameworks that can be used to facilitate those approaches.

Introduction

In this task, you will step into the role of an instructional design consultant tasked with planning a one-hour training session on AI policy for 9th-grade students or faculty at River Bend High School. Your first step is to choose your target learners: students or faculty. You will then analyze the provided information and incorporate principles of learning experience design and instructional design to create an inclusive and engaging instructional plan. You will prepare a proposal in the format of your choice (written, slideshow, video, etc.) to present to your design team. Your proposal should include an instructional plan and justification of your decisions.

Requirements

Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See for more information.

Microsoft Files Note:

Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see .

Note: You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Prepare a proposal in the format of your choice (written, slide show, video, etc.) to present to your design team. The proposal should outline an instructional plan that applies human-centered design to the “Task 1: Instructional Design for AI Policy Education” scenario in the Supporting Documents section. The proposal should include justification for your instructional plan decisions. The Instructional Design for AI Policy Education scenario will only be used in this task.

A. Analyze the “Task 1: Instructional Design for AI Policy Education” scenario by doing the following:

Identify the instructional setting.

Identify the instructional problem.

Identify the target learners (students or faculty).

Identify the learning goal for your target learners.

B. Explain how you would use one of the instructional design process models listed below to meet the instructional problem in part A, and ensure you identify the instructional design process model you are addressing.

ADDIE

SAM

C. Analyze how principles and learning theories will affect your design choices by doing the following:

1. Explain how you would use one of the educational frameworks listed below to meet the instructional problem and support the target learners in part A, and ensure you identify the educational framework you are addressing:

Merrill’s First Principles of Instruction

Fink’s taxonomy

Gagn’s Nine Events of Instruction

2. Explain how you would use two levels of Bloom’s taxonomy to scaffold the learning experience for both the target learners and the instructional problem in part A, and ensure you identify the two levels of Bloom’s taxonomy you are addressing.

3. Explain how you would use one of the theories listed below to support the target learners in part A, and ensure you identify which theory you are addressing:

andragogy

pedagogy

4. Explain how you would use one of the instructional approaches to learning listed below to meet the instructional problem and support the target learners in part A, and ensure you identify the instructional approach you are addressing:

behaviorism

cognitivism

constructivism

connectivism

D. Explain how you could incorporate one of the three UDL principles listed below to support equitable access for the target learners in part A, and ensure you identify which UDL principle you are addressing:

multiple means of engagement

multiple means of representation

multiple means of action and expression

E. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

F. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

Rubric

SOE PROFESSIONAL DISPOSITIONS AND ETHICS:

Not Evident

The submission demonstrates both behavior and dispositions that conflict with professional or ethical standards.

Approaching Competence

The submission demonstrates behavior or disposition that conflicts with professional or ethical standards.

Competent

The submission demonstrates behavior and disposition that align with professional and ethical standards.

A:ANALYSIS

Not Evident

An analysis is not provided.

Approaching Competence

The analysis is not relevant to the scenario in the Supporting Documents or does not include all 4 listed elements.

Competent

The analysis is relevant to the scenario in the Supporting Documents and includes all 4 listed elements.

B:

Not Evident

An explanation is not provided.

Approaching Competence

A listed instructional design process model is not identified, or the explanation of how 1 of the instructional design process models would be used to meet the instructional problem in part A is not logical.

Competent

A listed instructional design process model is identified, and the explanation of how 1 of the instructional design process models would be used to meet the instructional problem in part A is logical.

C1:

Not Evident

An explanation is not provided.

Approaching Competence

A listed educational framework is not identified, or the explanation of how 1 of the educational frameworks would be used to meet the instructional problem in part A is not logical or does not support the target learners.

Competent

A listed educational framework is identified, and the explanation of how 1 of the educational frameworks would be used to meet the instructional problem and support the target learners in part A is logical.

C2:

Not Evident

An explanation is not provided.

Approaching Competence

2 levels of Bloom’s taxonomy are not identified, or the explanation of how they would be used to scaffold the learning experience for both the target learners and the instructional problem in part A is not logical.

Competent

2 levels of Bloom’s taxonomy are identified, and the explanation of how they would be used to scaffold the learning experience for both the target learners and the instructional problem in part A is logical.

C3:

Not Evident

An explanation is not provided.

Approaching Competence

A listed theory is not identified, or the explanation of how 1 of the theories would be used to support the target learners in part A is not logical.

Competent

A listed theory is identified, and the explanation of how 1 of the theories would be used to support the target learners in part A is logical.

C4:

Not Evident

An explanation is not provided.

Approaching Competence

A listed instructional approach is not identified, or the explanation of how 1 of the instructional approaches would be used to meet the instructional problem in part A is not logical or does not support the target learners.

Competent

A listed instructional approach is identified, and the explanation of how 1 of the instructional approaches would be used to meet the instructional problem and support the target learners in part A is logical.

D:

Not Evident

An explanation is not provided.

Approaching Competence

The submission does not identify 1 UDL principle, does not logically explain how 1 UDL principle can be incorporated, or does not support the target learners in part A.

Competent

The submission identifies 1 UDL principle, logically explains how 1 UDL principle can be incorporated, and supports the target learners in part A.

E:

Not Evident

The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized.

Approaching Competence

The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style.

Competent

The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.

F:

Not Evident

This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.

Approaching Competence

This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, and/or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.

Competent

This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding