This presentation was created to present our final group project for ETEC 613 in Spring 2011.

1. Pepeke Henua
Instructional Design
University of Hawai‘i, Mānoa
ETEC 613 Spring 2011
Instructional Design and Development
Laureen Kodani, Melissa Kunitzer, Davileigh Nae‘ole, Jayneen Souza

2. Pepeke Henua
Agenda
‘Olelo No‘eau
Content Analysis
Module Prototype
Formative Evaluation
Summary & Conclusion

3. ‘Olelo No‘eau
‘A ‘ohe hana nui ke alu ‘ia
No task is too big when done together by all.

4. Pepeke Henua
Agenda
‘Olelo No‘eau
Content Analysis
Module Prototype
Formative Evaluation
Summary & Conclusion

5. Instructional Design Model
Which model will we use
to design our instruction?

6. Instructional Design Model
Dick & Carey Model
Revise
instruction
Conduct
instructional
Assess analysis
needs Design and
to Develop and conduct
identify Write Develop Develop select formative
goal(s) performance assessment instructional instructional evaluation of
obectives instruments strategy materials instruction
Analyze
learners
and context
Design and
conduct
summative
evaluation of
instruction

7. Content Analysis
Design Components
Identify Instructional Goal(s)
Need and Rationale
Instructional Goal

8. Content Analysis
Design Components
Identify Instructional Goal(s)
Need and Rationale
Instructional Goal

9. Content Analysis
Design Components
 Analyze Target Population
 Learners
 Context

10. Content Analysis
Design Components
Instructional Analysis – Intellectual Skill
4 major steps
Determine po‘o
Determine piko
Determine ‘awe
Arrange in correct order

11. Hierarchy

12. Content Analysis
Design Components
Performance Objectives
Assessment Instruments

13. Content Analysis
Design Components
Performance Objectives
Assessment Instruments

14. Content Analysis
Design Components
Instructional Strategy
Methods (Activities)
Learning Environment

15. Content Analysis
Design Components
Assessments
Evaluation
Improvements

16. Content Analysis
Design Components
Assessments
Evaluation
Improvements

17. Content Analysis
Design Components
Assessments
Evaluation
Improvements

18. Content Analysis
Goal
Given an instructional worksheet, the
undergraduate student enrolled in a beginning
Hawaiian Language course will be able to
formulate a basic pepeke henua (locational
sentence).

19. Content Analysis
Synthesize

20. Content Analysis
Cluster for our Module Prototype

21. Hierarchy & Cluster

22. Cluster

23. Content Analysis
Target Population
 UH Undergraduates
 Ages 17 to over 65
 Distinctive Multi-Ethnic Mix
 Varying Socioeconomic

24. Content Analysis
Target Population
 Audience Analysis
Personal Interest
University Requirements
No Prior Knowledge
College Level Skills

25. Content Analysis
Target Population
 Implications
Scaffolding
Imagery and Modeling
Engaging
Celebration and Appreciation

26. Content Analysis
Tests
 Multiple Choice
 Pre-test
 Measure
 Embedded Test
 Post-test

27. Content Analysis
Instructional Strategy
 Gagne’s Nine Events
Gaining Attention
Informing Learners
Stimulating Recall
Presenting Stimulus

28. Content Analysis
Instructional Strategy
 Gagne’s Nine Events
Providing Guidance
Eliciting Performance
Providing Feedback
Assessing Performance
Enhancing Retention & Transfer

29. Pepeke Henua
Agenda
‘Olelo No‘eau
Content Analysis
Module Prototype
Formative Evaluation
Summary & Conclusion

30. Module Prototype
Introduction
`Ōlelo No`eau
Pre test
Lessons 1 - 5
Post test
Conclusion

31. Module Prototype
Introduction
`Ōlelo No`eau
Pre test
Lessons 1 - 5
Post test
Conclusion

32. Module Prototype
Introduction
`Ōlelo No`eau
Pre test
Lessons 1 - 5
Post test
Conclusion

33. Module Prototype
Introduction
`Ōlelo No`eau
Pre test
Lessons 1 - 5
Post test
Conclusion

34. Module Prototype
Introduction
`Ōlelo No`eau
Pre test
Lessons 1 - 5
Post test
Conclusion

35. Module Prototype
Introduction
`Ōlelo No`eau
Pre test
Lessons 1 - 5
Post test
Conclusion

36. Module Prototype
 Introduction
 `Ōlelo No`eau
 Pre test
Lessons 1 - 5
 Post test
 Conclusion

37. Module Prototype
 Introduction
 `Ōlelo No`eau
 Pre test
Lessons 1 - 5
 Post test
 Conclusion

38. Module Prototype
 Introduction
 `Ōlelo No`eau
 Pre test
Lessons 1 - 5
 Post test
 Conclusion

39. Module Prototype
 Introduction
 `Ōlelo No`eau
 Pre test
Lessons 1 - 5
 Post test
 Conclusion

40. Module Prototype
 Introduction
 `Ōlelo No`eau
 Pre test
Lessons 1 - 5
 Post test
 Conclusion

41. Module Prototype
 Introduction
 `Ōlelo No`eau
 Pre test
Lessons 1 - 5
 Post test
 Conclusion

42. Module Prototype Highlights
Motivation
`Ōlelo No`eau
‘ike
hana ka arns.
Ma ka ng one le
ki
In wor u‘u .
i ka n he highest. ālau
E kū l ia t ike i ka h
to reach pa u ka ‘
Strive A‘ohe i. d in
ah t learne
ho‘ok ledge is no
w
All kno school.
e
just on

43. Module Prototype Highlights
Motivation
`Ōlelo No`eau
 Shaka

44. Module Prototype Highlights
Motivation
`Ōlelo No`eau
 Shaka

45. Module Prototype Highlights
Using headers

46. Module Prototype Highlights
Boxing Objectives

47. Module Prototype Highlights
Same page for examples & non-examples
Examples

48. Module Prototype Highlights
Same page for examples & non-examples

49. Module Prototype Highlights
Same page for examples & non-examples

50. Module Prototype Highlights
Lesson Checks

51. Pepeke Henua
Agenda
‘Olelo No‘eau
Content Analysis
Module Prototype
Formative Evaluation
Summary & Conclusion

52. Formulative Evaluation
Method
 Student Attributes
4 Beginning Hawaiian Language Students
18-65 years
2 Female and 2 Male
Completion Time
30 – 45 minutes

53. Formulative Evaluation
Method
 Procedure
 One-on-One Testing
 Observation
 Oral and written comments
 Body language
 Expression
 Talk Alouds

54. Summative Evaluation
Results
 Post-Test
 Three subjects - 4 out of 5
 One subject – 2 out of 5
 Other observations
 Visual helpers or drawings
 Notes in margins and back of paper
 Marking important sections

55. Evaluation
Summary
 What is working well…
 Good use of color and white space
 Pictures worked for visual stimuli
 Examples and Non-examples on same page
 Reviewing examples and lessons
 Good use of BOLD and italics
 Format

56. Evaluation
Summary
 We need to fix…
 Problem: Not enough room for notes
 Problem: Page border and lines are distracting
 Problem: Need explanation for pre and post-test
 Problem: Inconsistent test questions

57. Evaluation
Summary
 Next time, we should…
Problem: Not enough room for notes
Solution: W I D E R margins
Problem: Page border and lines are
distracting
Solution: Eliminate border and lines

58. Evaluation
Summary
 Next time, we should…
Problem: Explanation for pre and post-test
Solution: Provide purpose descriptions
Problem: Inconsistent test questions
Solution: Provide consistent test questions

59. Evaluation
Summary
 Let’s keep using…
Revise
instruction
Conduct
instructional
Assess analysis
needs Design and
to Develop and conduct
identify Write Develop Develop select formative
goal(s) performance assessment instructional instructional evaluation of
obectives instruments strategy materials instruction
Analyze
learners
and context
Design and
conduct
summative
evaluation of
instruction

60. Evaluation
Summary
 Let’s keep using…
Consistency and parallelism
Color and white space
Font effects for emphasis
Graphics

61. Evaluation
Summary
 Added $$$ and time, let’s have…
Computer assisted module
Audio or video classes
 Pronunciation classes
 Augmented reality
 Assisted multiple choice questions

62. Evaluation
Summary
 Added $$$ and time, let’s have…
Animated graphics
Gratification if right
Gentle leading if wrong

63. Evaluation
 Summary
Added $$$ and time, let’s have…
More module prototype testing
Story line
Employ an illustrator
Employ an SME
More lesson checks

64. Pepeke Henua
Ua pau
[All done]
Ninau?
[Question?]

65. Pepeke Henua
Mahalo!