ID 553 - Module 6: Creating Instruction: Planning and Designing the Intervention

Assignment 7, Part 1: Instructional Plan

Assignment150 points

Produce the instructional plan for your course design project. This is the major deliverable of the course; Parts 2 and 3 build on it. It integrates everything from Assignments 2, 5, and 6 and the Objective Clinic.

Components

1. Front matter (from earlier work, revised)

Project title, intended learners, and setting.
The instructional problem and needs assessment summary (one page).
The ID model or hybrid you are following and why (one paragraph, revised from Assignment 2).
Summary of learner and context analysis with the implications table (revised from Assignment 5).
Task analysis diagram with entry-skill line (revised from Assignment 6).

2. Objectives and assessment plan

Terminal objective and all enabling objectives, numbered to the task analysis, in Mager or ABCD format (revised from the Objective Clinic).
For each objective: assessment type, a sample item or task description, and the scoring approach. Include at least one performance assessment with an analytic rubric.
An alignment table: objective, outcome type, assessment, and the lesson(s) that teach it.

3. Instructional strategy

Overall sequence and structure: lessons or units, duration, delivery mode, grouping.
For each lesson: objectives covered; the nine events with a sentence on how each is handled; practice and feedback design; media with a one-sentence justification tied to the event it serves.
A Merrill's First Principles check for the whole plan (one paragraph per principle).
A cognitive load note: what extraneous load you removed and how you managed intrinsic load.

4. Multimedia and accessibility

Media asset list for the storyboarded lesson, with the Mayer principles governing each asset.
Two or three UDL checkpoints applied, with the specific design feature for each.
Accessibility checklist completed for the storyboarded lesson.
Tools you would use to develop the assets, and why.

5. Storyboard and prototype

A complete storyboard for one lesson (15 to 40 screens or segments) using the fields on the prototyping page.
A low-fidelity prototype of at least one interaction (a branching scenario, a practice activity, or a simulation), delivered as clickable slides, a Twine or H5P link, a paper prototype photographed, or an authoring-tool draft.
A short note on what you learned from building the prototype.

6. Implementation notes

What facilitators, learners, and administrators need in order to run the instruction (a facilitator guide outline, learner instructions, technical requirements).
Project timeline and resources for full development, in a simple table.

Format

A single PDF or Google Doc with a table of contents, plus a link or attachment for the prototype. Expect 15 to 30 pages including tables and the storyboard. APA 7. AI-use disclosure if applicable.

Rubric (150 points)

Criterion	Exemplary	Proficient	Developing	Beginning
Front matter and coherence (15)	Revised components form a coherent case for the design; model choice justified (14 to 15)	Components present; minor inconsistencies (11 to 13)	Components pasted without revision or integration (7 to 10)	Missing pieces (0 to 6)
Objectives and assessment alignment (30)	All objectives well formed and numbered to the task analysis; every assessment aligned on performance, condition, and standard; rubric is analytic and usable; alignment table complete (27 to 30)	Minor alignment gaps or one weak objective (21 to 26)	Several misaligned assessments or objectives with unobservable verbs (14 to 20)	Largely misaligned (0 to 13)
Instructional strategy (35)	Sequence justified; nine events handled thoughtfully in each lesson; practice and feedback reflect the evidence (retrieval, spacing, fading); media justified by method; Merrill check and cognitive load note are specific (32 to 35)	Strategy sound; some events or justifications thin (25 to 31)	Strategy is a topic outline with activities; events missing; media chosen before method (17 to 24)	Incomplete (0 to 16)
Multimedia and accessibility (20)	Mayer principles applied to each asset; UDL checkpoints yield concrete features; accessibility checklist complete and credible; tools justified (18 to 20)	Applied; one area general (14 to 17)	Named but not applied (9 to 13)	Missing (0 to 8)
Storyboard and prototype (35)	Storyboard is complete, developer-ready, tied to objectives and events, with accessibility notes; prototype exercises real decision practice; lesson learned is specific (32 to 35)	Storyboard complete; prototype simple; note general (25 to 31)	Storyboard partial or prototype is a slide deck without interaction (17 to 24)	Missing (0 to 16)
Implementation notes (10)	Realistic guide outline, learner instructions, technical requirements, and timeline (9 to 10)	Present; one element thin (7 to 8)	Sketchy (4 to 6)	Missing (0 to 3)
Writing, format, APA (5)	Professional document with TOC, correct APA (5)	Minor issues (4)	Several (2 to 3)	Many (0 to 1)