Faculty of Education and Languages: ST RD RD

FACULTY OF EDUCATION AND LANGUAGES
________________________________________________________________________
HPEI7013
INSTRUCTIONAL DESIGN
SEPTEMBER SEMESTER 2016
ASSIGNMENT 1
________________________________________________________________________
INSTRUCTIONS TO STUDENTS
1. Your assignment should be typed using 12-point Times New Roman font
and 1.5 line spacing.
2. You are to submit assignment only in MS-WORD format unless specified
otherwise. Please refrain from converting text/phrases into picture
format such as .gif / .jpeg / print screen / etc.
3. Submission Method:
a. Face-to-face student:
You MUST submit a softcopy of your assignment online through
myINSPIRE and a hardcopy to your facilitator.
b. Online student:
You MUST submit a softcopy of your assignment via myINSPIRE
and another softcopy to the e-facilitator via e-mail.
You can submit your assignment ONCE only in a SINGLE file in
myINSPIRE. You are advised to keep a copy of your submitted
assignment and the RECEIPT as evidence of online submission.
4. Your assignment must be submitted on 21st 23rd October 2016 (3rd
Seminar).
5. Your assignment should be prepared individually. You should not copy
another persons assignment. You should also not plagiarise another
persons work as your own.
HPEI7013/ASS1/SEPT2016/LA
EVALUATION
This assignment accounts for
50%
of the total marks for the course.
PLAGIARISM: MARKS DEDUCTION

Warning: The submitted assignment will automatically undergo a
similarity check. If plagiarism is detected, marks would be deducted as
follows:
N
o.
1.
2.
3.
4.
Similarities Group
(%)
0 30
30.01 50
50.01 70
70.01 - 100
Marks Deduction
(%)
0
5
10
100
Assignments found to have similarities under any of the categories above;

will not be entitled to apply for appeal. For learners who fall into the
70.01-100 similarities group, the access for online appeal for assignment
remarking of the subject will be disabled from the appeal options.
SEPTEMBER SEMESTER 2016

HPEI7013 INSTRUCTIONAL DESIGN
ASSIGNMENT 1
OBJECTIVE:
The objective of this assignment is to provide you the opportunity to experience the process
of systemic instructional design using a suitable instructional design model for planning and
designing instruction.
INSTRUCTIONS:
Prepare a design document to answer the questions in Assignment 1 in your subject area
and expertise. Please elaborate or provide evidence where necessary. This document will be
the basis of the development of instructional materials in the Assignment 2.
QUESTIONS:
ASSIGNMENT 1 : 50%
Needs Requirement Analysis and Design of Instruction
Thinking Skills in a student occur when the student appreciates diverse
views, is able to think critically and be innovative, has problem solving
initiative, and an entrepreneurial mindset. (Malaysia Education Blueprint 2015
- 2025 (Higher Education).
Problem solving is an important skill which needs to be developed among students to
inculcate the culture of thinking. This is because problem solving involves transferring skills
learnt to different situations while learners are engaged in cognitive activities (Jonassen
2013). Jonassen (2013) claims that problem solving ensures meaningful learning and should
be accompanied by the processes of analogising, modeling, reasoning causally and arguing.
Your task as an instructional designer is to design suitable problem tasks to address the
problem of lack of thinking skills and problem situations for learning for your students.
In this assignment, as an instructional designer you are required to design suitable problem
situations for a particular context in a learning environment, example, students in school, or
in institutes of higher education, in a particular subject area or course of your choice. This
design will assist you in selecting and determining suitable instructional materials to be
developed in the next assignment.
You will need to prepare a design document which covers the following areas:
a) Justify the lack of problem solving and thinking skills among students in your context
and subject area, as well as lack of use of problem solving tasks as resources for the
context of the study. Please justify with evidence from literature. (10 marks)
b) Describe the context and elaborate on the general characteristics of the learners or
target participants who will use the instruction/instructional material. Use evidence
from data and/or valid analysis from interviews, and/ or survey data. (10 marks)
c) Determine a suitable instructional goal related to the task for the learners in your
context. Based on this instructional goal, you will need to achieve the following:
i.
a goal analysis to demonstrate the kinds of learning required to achieve this

goal.
ii.
the entry behaviours and performance objectives for achieving the goal.
(15 marks)
d) Select the most relevant performance objectives related to the goal from section (c)
above. Based on this performance objective and to achieve your goal, you will need
to design the following:
i.
relevant assessment methods
ii.
instructional strategies
Give a rationale for the choice of the assessment and instructional strategies you
have designed.
(15 marks)
(TOTAL: 50 MARKS)
Assignment Format:
a.
The assignment should contain about 3000 5000 words (15 20 pages).
b.
Provide reference using the American Psychological Association (APA) format.
c.
References should be latest (year 2005 onwards).
Notes:
Assignments should be submitted according to the due date.
You are to submit a softcopy of your assignment online through myINSPIRE and a
hardcopy to your facilitator.
Plagiarism is not acceptable. If you are not sure what is meant by plagiarism, refer to
the various websites which discuss this matter, e.g. owl.english.purdue.edu/handouts.
MARKING SCHEME
ASSIGNMENT 1 : 50%
Scoring scheme based on a weighted holistic rubric:
a)
b)
c)
d)
Justification on the lack of problem solving. (10 marks)

Context and general characteristics of the target participants. (10 marks)
Instructional goal, goal analysis, entry behaviours and performance objectives. (15marks)
Assessment methods and instructional strategies to achieve the goal. (15 marks)
Dimension
weight
score
Justification on the lack

of problem solving
The justification
is given but not
stated clearly.
The justification
is given but
poorly
articulated.
The justification is
sufficient, stated
clearly but only
little evidence
related to related.
The justification
is sufficient,
stated clearly
but only some
evidence related
to the literature.
The justification is
comprehensive, stated
clearly and relate well to
evidence from the
literature.
X2
10
Context and general

characteristics of the
target participants
The context and

characteristics of
the target
participants are
not clear.
The context and

characteristics
of the target
participants are
stated. There is
some discussion
but it is
unfocused.
The context and

characteristics of
the target
participants are
presented with
some evidence
from literature.
The discussion is
somewhat focused
but not well
organised.
The context and

characteristics of
the target
participants are
discussed
clearly. Evidence
from literature
and relevant
data is given.
The discussion
is focused and
organised.
The context and

characteristics of the
target participants are
discussed clearly in detail
and supported with
evidence from literature
and data which is
analysed. The
discussion is focused
and well organised.
X2
10
Instructional goal, goal

analysis, entry
behaviours and
performance objectives
The instructional
goal, goal
analysis, entry
behaviours and
objectives are
The instructional
goal, goal
analysis, entry
behaviours and
objectives are
The instructional
goal, goal
analysis, entry
behaviours and
objectives are
The instructional
goal, goal
analysis, entry
behaviours and
objectives are
The instructional goal,

goal analysis, entry
behaviours and
objectives are complete
and clear. There is
X3
15
Assessment methods
and instructional
strategies to achieve
the goal
not clear.
clear but little

coherence in the
subject matters.
clear. There is
coherence in the
subject matters but
not well-written.
clear. There is
coherence in the
subject matters
and is wellwritten.
coherence in the subject

matters and is wellwritten with good
examples.
The assessment
methods and
instructional
strategies are
not clearly
stated.
The assessment
methods and
instructional
strategies are
stated.
The assessment
methods and
instructional
strategies are
stated and may
achieve the goal.
The rationale of
the assessment
methods and
instructional
strategies are
stated.
The assessment
methods and
instructional
strategies are
relevant and
suitable for
achieving the
goal. The
rationale of the
assessment
methods and
instructional
strategies are
relevant to the
content
discussed.
The assessment
methods and
instructional strategies
are relevant, focused and
suitable for achieving the
goal. The rationale of the
assessment methods
and instructional
strategies are relevant to
the content discussed
and organised in a
focused manner.
X3
15

Faculty of Education and Languages: ST RD RD

Uploaded by

Copyright:

Available Formats

Faculty of Education and Languages: ST RD RD

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Faculty of Education and Languages: ST RD RD

Uploaded by

Copyright:

Available Formats

FACULTY OF EDUCATION AND LANGUAGES

of the total marks for the course.

PLAGIARISM: MARKS DEDUCTION

Assignments found to have similarities under any of the categories above;

SEPTEMBER SEMESTER 2016

a goal analysis to demonstrate the kinds of learning required to achieve this

relevant assessment methods

Justification on the lack of problem solving. (10 marks)

Justification on the lack

Context and general

The context and

The context and

The context and

The context and

The context and

Instructional goal, goal

The instructional goal,

clear but little

coherence in the subject

You might also like