Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Design Prospectus
By
Nyeisha George-Minott
Date of re-submission:
Email: nyeisha.georgeminott@my.open.uwi.edu
Abstract
This paper provides a summary of a proposed design on improving the writing skills of students through
the use of an e-lesson. The subjects consisted of third and fourth form students from a private
secondary educational institution in Antigua and Barbuda studying English A in preparation for the
Caribbean Secondary Education Certificate (CSEC) Examinations offered by the Caribbean Examinations
Council (CXC). Their skills in summary writing, argumentative writing, short story writing and Expository
writing needed to be addressed. Based on the theories of learning, experiential learning and operant
learning an e-lesson is the proposed solution. A description of the proposed design and explanations on
how e-lesson supports the students are included in this paper. Additionally similarities and differences
between the proposed design and existing solutions is also part of this paper.
Keywords: Caribbean Secondary Education Certificate (CSEC), Caribbean Examinations Council (CXC).
EDID6512 Design Project 3
Introduction
The following design prospectus is created to illustrate the intended project which will be
designed, implemented, evaluated and submitted as a requirement for the course EDID6512 Design
Project. It is hoped that the project advisor gets a clear understanding of this designer’s intention for the
Mastery of the English language has been a challenge for some students. Students may not be
confident in their ability to learn, speak and understand English, write the language or pass an English
Language Exam. This is true of the students at the Antigua and Barbuda Seventh-day Adventist
Secondary School.
The English Language Exam and other subjects form part of the general proficiency exams
students can obtain through the Caribbean Secondary Education Certificate (CSEC), which is
administered by the Caribbean Examinations Council (CXC). In interviews conducted with one of the two
English teachers, it has been observed that year after year students have been underperforming in the
CSEC is a set of proficiency skills examinations used to test and certify a student’s academic
achievement at the end of their secondary level education. Exams are offered under three proficiency
schemes: Basic, General and Technical. The Basic scheme provides students with the knowledge, skills
and attitudes usually associated with completing a secondary course. The General and Technical
Proficiencies provide students with the foundation for further studies and entry to the workplace. CSEC
exams can be written in 32 subject areas ranging from Agricultural science, Food and Nutrition and
CXC is the examinations body that administers exams to students in 16 countries in the
Caribbean region. The council offers a comprehensive suite of qualifications such as Caribbean Primary
EDID6512 Design Project 4
Exit Assessment (CPEA), Caribbean Certificate of Secondary Level Competence (CCSLC), Caribbean
Vocational Qualifications (CVQ), Caribbean Advanced Proficiency Examination (CAPE), CXC Associate
Degree (CXC-AD) and CSEC. It offers service in areas such as syllabus and curriculum development,
English A is a subject that emphasizes the development of oral and written language through
comprehension, diction, grammar and mechanics. There are two main dimensions to the subject, that of
understanding and expression. The assessment comprises three papers, paper 01 (29% of total
assessment), paper 02 (50% of total assessment) are assessed externally and paper 031 or paper 032
(21% of total assessment) are assessed internally by the teacher and moderated by CXC. Student’s
comprehension skills are tested during Paper 1. Then in paper 2, their writing skills are put to the test.
Paper 031 is the school based assessment (SBA) and paper 032 is an alternative to the SBA catering to
candidates who are registered as private candidates. Students can obtain passes from grade one (1) to a
Let’s look more closely at paper 2, and why this area is of interest for this project and the
problem students may be facing when writing this part of the paper. Paper 2 consists of four sections:
Section 1 – summary
Section 2 – exposition
Students are experiencing difficulty in demonstrating their understanding, knowledge and practice in
writing the CSEC English A exam Paper 2 in these four sections. As noted earlier 50% of the total
assessment comes from this paper. Therefore half of a student’s grade then lies heavily in this paper and
poor performance here, results in poor results for the entire subject, a failing grade. It is the intention of
EDID6512 Design Project 5
this designer to produce an innovative project that will assist the teachers and students in this school to
For the past 10 years a notable trend has emerged from the CSEC results for English A in this
school. The teacher, after evaluating the results of summative assessments for the past two terms
realizes that the third and four form students have been performing poorly particularly in writing in
these key areas. Since CSEC are high- stakes tests and the consequence of not passing the exam have a
When students leave school they either apply for a job or apply to a college or university. When
you look at the minimum job requirements today, most job applications require five subjects including
Mathematics and English A. Failure in these two subject areas reduces the prospects of being hired for
certain jobs. Imagine then, those that are hired are not able to function efficiently, especially in their
ability to communicate through reports and emails which are common for most jobs.
Then there’s the prospect of higher education. The minimum matriculation requirements for
entry into college or university is similar, requiring the same five subjects including Mathematics and
English. Depending on the passes some students are not allowed to matriculate until they take not-for-
credit courses. Thus they end up spending more money, and thus prolonging their tenure and
graduation date. However those who do matriculate, often struggle in their courses because they do not
have the requisite writing skills to complete essays, term reports and research papers.
Now consider society at large, imagine the jobless, under-educated young people who are then
left as a burden on their families and communities. Families who are taking care of someone who had
the potential of providing for that household or their own household. Communities who are hosts to
idle youth who, having nothing to do but find alternative means to support themselves, through begging
If we do not stem the tide, we are going to have a problem, something must be done to curtail
lesson will be designed. This tool will include a menu of options which will provide content on the four
problem areas: summary writing, argumentative writing, short story writing and Expository writing. This
will be presented in a series of slides that provide information about each topic. Students will be able to
view and listen to examples and YouTube videos will be embedded to help explain certain topics of
interest.
A Check Your Understanding component entails short quizzes incorporated after each area to
test their knowledge and to allow students to reflect and review. Students will be able to interact with
the software and with other students. Students will be able to e-mail the teacher for further discussion
A help and support section will include, links to vocabulary support, basic skills support (subject,
verb agreement etc.), parts of speech, spelling rules, grammar rules and will also provide a link to a
dictionary and thesaurus. Questions from past papers and links to past Exam Papers will be integrated
Once created, the e-lesson will be embedded into the existing blog site that is currently being
used by the English A teacher. Students will be encouraged to interact with the software. Once
deployed, a simple survey as well as testimonials and interviews will be conducted with the students
and teacher to find out their thoughts on the e-lessons, what worked, what didn’t work and suggestions
for improvement. This will form part of the evaluation and Design Project Report which will be
Driving the research design process for this project are the following theories and models and
approaches: Cognitive theory of Multimedia Learning (CTML), Experiential learning, and Operant
Learning theory.
Central to the design of this designers proposed solution is the principle known as the
“multimedia principle” which states that people learn more deeply from words and pictures than from
words alone. Richard Mayer posited that there are two separate channels for processing information,
that of the auditory and visual channels. He suggests that each channel has a limited or finite capacity
and that learning is an active process of filtering, selecting, organizing and integration information based
upon prior knowledge (Mayer, 2009). Three memory stores are presented: sensory memory which
receives stimuli for a short span of time, working memory which actively processes information creating
mental constructs also called schema and long-term memory where all things are learned and stored.
The notion is that attention on relevant words and images creates connections in the working
memory. Connections are made among selected words or images creating a mental model, which then
integrates with ones prior knowledge for a better understanding. In other words, multimedia
presentations connect with ones sensory memory, how these are presented and selected creates
connections in ones working memory, these are linked with prior knowledge and stored in long term
memory.
The proposed e-lesson intends balance the use of visual and verbal information in the hopes of
engaging the learning in the learning process. It will include carefully selected descriptive text, diagrams,
pictures and videos that will actively stimulate the mental constructs of the student. Intertwined in the
e-lesson are aspects of twelve principles of multimedia design. These include and are not limited to the
signaling principle which states that learners are able to recognize and learn information when callouts,
arrows and highlighting is used for key aspects. The segmenting principle here learners understand the
EDID6512 Design Project 8
instructional multimedia piece when the lessons is broken into user-paced chunks rather than all in one
multimedia piece.
David Kolb’s learning theory is concerned with the learner’s internal cognitive processes. The
notion that abstract knowledge can be applied flexibly in a range of scenarios through new experiences.
Given that the students are accustomed to one mode of teaching (chalk and talk), this e-lesson will be a
new experience for them through engaging audio-visual content, and can become a transformational
experience. Based on Kolb’s four stage cycle students will 1) have a concrete experience 2) review or
reflect on the experience 3) learn from the experience and 4) be able to try out what they have learned.
The e-lesson will provide opportunities for students to experience all four stages.
Operant Learning theory through the studies of B.F. Skinner showed how positive reinforcement
unpleasant reinforcer can also strengthen behavior. One such approach is the use of Token economies.
Token economies are based on the principles of applied behavior analysis and emphasize the use of
Token economies help student visualize progress, accept and work for delayed reinforcement,
learn to self-monitor and learn to regulate behavior. (Olsen, 2017) What will motivate students to use
and complete this e-lesson? Built into the e-lesson will be a point system the will keep a running score
that correspond with badges that will be earned as they accomplish various tasks throughout the lesson.
At the end a certificate of completion with the total score will highlight their achievement and display
Existing Solutions
Given my intended design, consideration could also be given to the following existing solutions:
1. Essay punch - from Merit Software contains nine writing topics and 1,080 help prompts to guide
students through each step in the writing process with contextual help and feedback. Designed
for students in grades seven to adult. As seen in the screen shot below, students work in a self-
paced and self-advancing environment. Students receive immediate personal help throughout.
Teachers can monitor pupil’s progress and time on a task using an easy to use online portfolio.
2. Odyssey writer is Time4Learning’s built-in online customizable writing program for elementary,
middle, and high school students is called Odyssey Writer. Odyssey Writer can guide students
through the entire writing process and make writing more focused, more effective, and even
more enjoyable. While some users think of Odyssey Writer as a word processor, this is only a
portion of its use. Odyssey Writer, like the bulk of Time4Learning’s curriculum, is developed,
3. My writing lab owned by Pearson delivers an online tool designed to engage students with
immersive content, tools and experiences. Once students complete a Path Builder diagnostic
test, they receive a personalized set of content modules, in a format called the Learning Path.
Each student's personalized Learning Path shows which modules to practice. Within each
module, a diagnostic Skill Check assesses students' proficiency and determines which topics are
mastered and which need more work. Exercise sets are progressive, moving students from
As the above examples illustrate, there are other solutions that are similar to my proposed design. All
are available as a paid monthly subscription. In the case or Pearson’s wiring lab, a case study was
conducted with the University of Greenwich, who were able to see increased student motivation as
students were more aware of the need to continue developing their writing skills.
The intended audience for this design project are third and fourth form students of the Antigua
and Barbuda Seventh-Day Adventist Secondary School. Students in these classes are between the ages
of 13 and 15 years. The Average class size is 35 students per class. All representative sample students
from both form 3 and 4 will be given an opportunity to evaluate the intended design. Based on
summative tests administered by the teacher, students did poorly on the exams as have their
Having taught at this school for 11 years this subject matter expert, as a long standing member
has a unique historic knowledge and perspective on the matter at hand. She holds a Bachelor of Arts
Degree in English and has been teaching English A for quite some time. She is one of two English
teachers and is assigned the third, fourth and fifth form classes at the school and help them prepare for
the SBA’s and CSEC Examination. She will assist in embedding the e-lesson onto the blog site and later
Conclusion
In attempting to address the writing skills in third and fourth form students including, an e-
lesson is the proposed solution. Various audio and visual content and supportive links will be included to
aid learners. Points and Badges will form part of the motivational strategies. The design will include
attributes of experiential learning and multimedia learning all in an attempt to create an environment
that will promote learning and improve the writing skills of the intended audience.
EDID6512 Design Project 12
References
Alutu, A.N.G. (2006). The guidance role of the instructor in the teaching and learning process. Journal of
Instructional Psychology, 33 (1), 44-49.
Beard, C., & Wilson, J. P. (2006). Experiential Learning: A best practice handbookfor educators and
Trainers (second edtion). Kogan Page Limited.
Bransford, J. D. (2000). How People Learn: Brain, Mind, Experience and School. National Research
Council.
Clark, R. C., & Mayer, R. E. (2007). E-Learning and the Science of Instruction: Proven Guidelines for
Consumers and Designers of Multimedia Learning.
Cognitive Theory of Multimedia Learning (Mayer). (2017). Retrieved from Learning Theories:
https://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html
Gagne, R. & Driscoll, M. (1988). Essentials of Learning for Instruction (2nd Ed.). Englewood Cliffs, NJ:
Prentice-Hall.
Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ
College Publishers.
Gube, J. (2010, October 5). What Is User Experience Design? Overview, Tools And Resources. Retrieved
from Smashing magazine: https://www.smashingmagazine.com/2010/10/what-is-user-
experience-design-overview-tools-and-resources/
Jonassen, D.H., & Land, S.M. (2000) Theoretical Foundations of Learning Environments. NJ: Lawrence
Erlbaum
Jahrine. (2016, September 14). Stephen Krashen: What Can We Learn From His Theory? Retrieved from
LingQ: https://www.lingq.com/blog/2016/09/14/stephen-krashen/
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1).
Englewood Cliffs, NJ: Prentice-Hall.
Kolb, D. A., & Fry, R. E. (1974). Toward an applied theory of experiential learning. MIT Alfred P. Sloan
School of Management.
EDID6512 Design Project 13
Leblanc, G. (2004). Enhancing intrinsic motivation through the use of a token economy. Essays in
Education, 11 (1). Retrieved December 2017 from
http://www.usca.edu/essays/vol112004/,eblanc,pdf.pdf
Mayer, R. E. (2002). Multimedia learning. Psychology of learning and motivation, 41, 85-139.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational psychologist,
32(1), 1-19.
Olsen, P. (2017). Token Economy in the classroom: Definitions and Examples. Retrieved from Study.com:
https://study.com/academy/lesson/token-economy-in-the-classroom-definition-examples-
quiz.html
Reigeluth, C. M. & Carr-Chellman, A. A. (2009). Instructional-Design Theories and Models, Volume III:
Building a Common Knowledge Base. USA. Routledge
Richey, R. (2000). The Legacy of Robert M. Gagne. Retrieved Thursday, July 27, 2006 from the ERIC
database.
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. Retrieved from International
Journal of Instructional Technology and Distance Learning :
http://www.itdl.org/journal/jan_05/article01.htm
Skinner, B. F. (1938). The Behavior of organisms: An experimental analysis. New York: Appleton-Century.
Theories of Learing in Educational Psychology. (2015). Retrieved from Jerome Bruner (1915 - )
Constructivism & Discovery Learning: http://www.lifecircles-
inc.com/Learningtheories/constructivism/bruner.html