Instructional Design Activities

Instructional Design Activities/Strategies

1. Locating & Reading Feet and Inches
Provide learners with physical scale
Have learners work together to come up with an idea of what the tool (scale) is used to
for
Describe what a scale is and the idea of scaling and why scaling is done
Have learners list where they have see scaling
Play video or demonstrate what the different areas of the scale represent (1=1, = 1,
= 1, etc.)
Break down scales for accuracy
Describe and demonstrate that feet are large measurement area and inches are read
on the small measurement area
Have learners create/fill-in note page on what measurements of the scale represent
(e.g. each dash on a 1 scale = , the longest dashes on a scale always represent
3,6, and 9)
2. Reading Basic Measurements finding Feet and Inches
Learners will use their notes to complete measurement worksheet that provides drawn
scale finding both the feet and inch measurement
Read each line
Locate feet
Locate inches
Find complete measurement of line with closest measurement provided by scale type
3.

4.

Providing Measurement (of a given line and scale used)

Learners will complete measurements of lines and scale given
Determine scale
Use physical scale and find correct location of scale size
Use proper scale to first measure feet
Write feet using proper unit symbol
Use scale to find inches
Write inches using proper unit symbol
Review answers as group
Group discussion about difficulties faced and questions

Scaled Floor Plan Drawing & Computer Generated Model

Briefly describe your perfect room (learner can pick any room type they wish)
Draw a sketch of what this room would look like
Using sketch, give your room dimensions
Draw room using 2 different scales
Using floor plan create a computer generated version
Add all included items

Convert to 3D
Print final room
Compare/critique in groups
Post for group viewing

Goals, Outcomes, & Content Discovery

1. What changes in how learners do what they do or think should occur?
After completing the training, learners should have a working knowledge and skill
foundation when creating scales models and floor plans. Learners will be taught to to
use multiple methods of problem solving to find the appropriate outcome needed to
reading measurements and create measurements when using an architect scale.
Learners will be taught to determine the appropriate feet and inch measurements
located on various scales when being provided with the scale (drawing on page) and
measurement lines. Next, learners will use their new skill to read individual line
measurements when given the scale necessary to complete the measurement. Here the
learner will use and manipulate a physical scale to render the appropriate
measurement. Finally, learners will create a scaled room from foundation to completion
using a given scale size. Learners will determine which scale size is needed for optimal
use by providing optimal dimensions and items within the chosen room.
2. How will you know that these changes have occurred?
I will see the process occur by having multiple assessment types and stages.
Stage 1: Assessment of completed measurements while reading a drawn scale will
show that the learner has gained the necessary knowledge of reading feet, inches, half
inches, quarter inches. These are the basic skills need when building the foundation for
scaling.
Stage 2: Completed precise measurements when using a physical scale. This skill
incorporates the use of reading feet, inches, half inches, and quarter inches while
allowing the learner to become familiar with using and interacting with a physical scale.
Stage 3: Final room floor plan allows for all previously learned skills to be evaluated for
understanding and proper use.
3. What activities will help facilitate these changes in thinking and what learners
do?
Learners will view and follow along with a video that discusses each piece included in
reading an architect's scale. The learner will determine how to locate feet and inches, as
well as, different sizes of measurement depending on which scale is required for their
final product.

First, the learner will have a flat straight forward worksheet based reading of multiple
scale sizes. This allows them to see and read the scale for practice and understanding.
Second, the learner will use the scale to read and measure multiple line lengths with
various scale sizes. Third, learners will develop a room within a floorplan scaling to
necessary size. Last, learners will input information into a 2D and 3D program to see
their room in real life (visually based).
While working on these activities, learners will be placed within groups in order to work
with others when encountering difficulties or when problem solving. This allows for those
who face difficulties extra help and also, those who understand to have additional
practice while guiding others.
4. How are you discovering your content? How can you chunk your content? How
will you sequence your content?
My content is coming together in steps. Building on the previous idea and expanding as
the practice goes along also by relying on previous knowledge of the subject and linking
activities and steps together in the way that has previously delivered positive results.
Activities are based on foundational methods used within scaling from previous teaching
situations. Stage 1, is built on the idea that learners are blank slates and need to
understand what the skills is and where they will end up learning and why it is important.
Stage 2, are activities that have been tested and changed to deliver and build positive
growth related to the specific skill. Stage 3, is a project that has been requested from
outside sources to show the skill mastery for basic scaling.
My content will be chunked in stages; only by completing one chuck can a learner
proceed to the next chunk which builds on the previous mastered content chunk. By
chucking content in this way, it allows for understanding and building on a solid
foundation to grow from. Starting from the base and adding to it will allow for growth
during the specific sequencing of activities and assessment.
The content will be sequenced in such a way that the learner will be able to view their
progress through the activity steps from learning, to understanding, to manual use, to
actual production, thus, seeing the growth from beginning to end. This will be done by
learning the purpose of scaling, how to read and measure various scales and how to put
these skills in action to develop and create a final functioning scaled room.
Personas:
With the current unemployment rate in Michigan and the large amount of
displaced workers, Michigan Works and local business are teaming up to create a
series of workshops to better educate unemployed tradesmen and women in
skills needed for gainful employment in beginning positions.

Persona #1: Bill

Bill is a 52 year old maintenance man who has been recently laid off due
to lack of occupancy within the apartment building which he has been
maintaining for the last 10 years.
Bill has many years of hands-on experience with plumbing, electrical,
heating and cooling, and general maintenance up keep (carpentry, home
repairs, appliance repairs, and drywall).
Bill has been working since he was 15 years old and has only received a
high school diploma. When Bill began in his field, a college education
was not as much a requirement as it is today. His fear is that he will not
be able to find a job that will allow him to pay his bills and provide for his family.
Persona #2: John
John is a 45 year old factory worker/operations manager with in the
automotive industry. With the up and down of the automotive field, at first
John was laid-off, which was then followed by being permanently
terminated. John is married with 2 children (one in their junior year of
high school, the other a freshman in college).
John has many skills that have helped him to be successful with in his
manager position: Space and operations efficiency, employee
productivity, program management, industry knowledge, product and
equipment maintenance and output.
John has always been known as a hard worker and has an associates degree from a local
community college. John has also completed many certificates and technology training
seminars required by his previous company to advance for a management position.
John has always worked with in the automotive field and is afraid with the recent changes that
he may not be able to find a job opening that will fit the qualifications he possess. John is
worried that his family is going to take a difficult financial hit since his wife is a teacher and has
also been hit with a pay cut within the last year.
Persona #3: Greta

Greta is a 34 year old native Russian with a 10 year old daughter.

She worked in Accounts Payable for a Global language company
for 5 years. She has a Bachelors degree in finance and was good
at her job. The companies recently implemented a new system
and as a result were able to reduce their staff; Greta was one of
the employees laid off.

Greta has the knowledge and ability to navigate a computer and multiple Office
programs, however she is overly methodical. She is not used to thinking outside of the
box or developing processes to bring her ideas to life.
Even though Greta speaks fluent English there is a still a language barrier when it
comes to learning. It takes multiple showings and explanations for her to grasp some
concepts and processes. Greta would like to learn a trade that builds off of her existing
computer knowledge and will allow her to get into a new field.
Persona #4: Sam
Sam is a 19 year old who just graduated from high school. Sam is really
good with trades work and is interested in see what trade fits his skills
the best. School work was always difficult for him and the normal
college experience is something that has never seemed to be the next
step.
Sam is a very hands-on learner and has a solid background with
technology. Sam is worried that he is not going to be able to find a
career pathway for him and that he will end up attending college and
struggling or even failing before completing a degree.
Sam hopes that this training will help him find his way into a field or connect him with a company
that will help him become successful in his future.

IT 6110 Design Problem and Factors to Solve the Problem

You will write all of your answers in your PEER GROUP GOOGLE DOCUMENT.
Each one of you will begin working on your individual instructional design project. Our first step
is to identify the design problem or opportunity and factors that influence the solution.
You are tasked to identify and describe in detail a problem or opportunity where an instructional
intervention should be used. The problem or opportunity must be within the following:
1. It must not be solely a technology topic (e.g. how to use Microsoft Word or Excel)
2. It must be able to be delivered in 90 minutes to 2 hours.
3. It must be a topic for adult learners.
4. It will be delivered to at least 8 adult learners (no one-to-one training).
What is the need that will be met with an instructional intervention? In other words, why do
you want to create an instructional intervention? Identify and describe the key factors involved
in assessing the need for this problem or opportunity.
What do you think this instructional intervention might look like? Identify and describe the key
factors that are likely to become part of an implementation plan for this instructional
intervention.

Design Problem: Teaching introductory scaling (how to use and read an architect
scale) to entry level workers who are displaced/unemployed workers looking for job
training or new career pathway opportunities.
JB (10/14/14 @ 9:36 A.M.) I find these types of training fascinating as the audience is
so interesting. Your persona development will be key. Your learners come with
circumstances that you really need to be zeroed in on.
I like the topic and I like the learners.
KM (10/14/14) Could former architect or construction workers who are currently
unemployed take the training as a refresher?
This would be very beginner training, those who have this experience would not need
the additional support or refresher.
JT Love it. Great opportunity to give people a fresh start at career based education and
the possibility of a new lucrative career.
The need for this skill can open multiple career opportunities for unemployed adults
within the area. This can help to increase or can place unemployed adult in entry level
positions within construction, architecture, or design.
KM (10/14/14) Will the training facility offer connections with companies looking for
workers?
Yes, connections with temp agencies and Michigan works will work with companies
looking for employees within the technical field.
I believe this will be partially hands on, as well as, digital. The learners can view videos
on scaling and then practice using tools and different tasks to determine how to
correctly use the scaling method and produce scaled items and floor plans or their own
making. The products produced can be used in creating and developing a future
portfolio.
JB (10/14/14 @ 9:39 P.M.) I love that you are already thinking about practice, practice,
practice. Good.
KM (10/14/14) That is a great idea to have them practice using the skills they are learning in the
training.
JT 10/19/2014 I love this. Its very helpful for participants to be able to have something to look
at that they have created to grasp a greater understanding.