QUIMM Model-Integration Paper Quarles

The QIMM Model

Create
Goals for
learner

Q
Determine
Evaluate Results of Learner
learner tasks uarles
Characteristics
Interactive
Instructional
Model

Strategize for content

development/objectives

The QIMM model focuses primarily on the pedagogical creation for a learner

centered environment with design connecting instruction. It is designed with an objective

for learning by teaching students how to work in a highly interactive atmosphere and gain

knowledge while implementing structured tasks. I would like for all learners to gain

knowledge about instructional design in a 1 credit hour online course. Because this is a

course without a great deal of content it is desired that all learners will not have a

problem with reaching this goal. Each model element will work towards building and

creating curriculum in units for the subject area at hand. This model deals with the

learning theories of cognitive and situational learning because it aids academic learning

that fits well with certain criteria for processing information (Good and Brophy, 1990).
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This model is designed to show and elaborate instruction for the learner that will

helps them become a successful course designer through basic Blackboard instruction.

This instruction with the inclusion of the QUIMM model has been set up for the

graduate level student who has currently been assisting graduate faculty in their face –to-

face Stress Management courses. Therefore they have knowledge of the desired content

but it must now be presented in Blackboard for delivery to all students. As newly

appointed Blackboard designers they have been appointed as the Stress Management

course designer. Their completion on this task will give them the opportunity to become

knowledgeable in the area of instructional design at the university level.

The first phase in the QIMM model is simply setting the goals for the learner

about what is to be expected. By dong this, the instructor is allowing the learner to grasp

the concepts of what their role is as the designer while giving them all basic rules in

developing course curriculum in modules and assignment tabs. By following the steps

given in the online tutorial as well as the test shell (will be present in Blackboard for

them to work on) the learner should be able to implement the Stress Management course

if followed accordingly. This step in particular was fairly easy to implement because I

knew who my learner was and I knew what I wanted them to gain out of this tutorial.

Once the goals were set on a two day basis and the learners were given the proper

materials (handouts and online tutorial) for instruction I was then able to move forward

and act out on these desired goals.

The second phase in the QIMM model would be determining what my learner

characteristics would consist of. I understood that I did not want to have an instructor

training individuals who did not have a clue about the content of the course. That is why
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my design of instructional unit will specify using those who had current knowledge of the

course and it entirety. I also knew that I wanted them to be non-faculty members who

which what I have learned from my own experience makes them more open to

instruction. Although I understand this may not be true for all it has been the case from

personal experiences in training. Both reasons made it less difficult to come up with the

criteria for this particular group of graduate students. Since the learners were graduate

students who had previous knowledge of all the course content, the main portion of

strategy for this development of this task was to make everything once manual

electronic.

This brings me to the third phase of the QIMM model is strategizing

content/objectives for the instructional unit. Learners will begin to construct content

through the implementation of discussion tabs within BB development shell. For the

instructional unit I included visuals such as video tutorials, access to BB shells, before

and after quizzes, and a an informative Power Point to give the learner tools for training.

This strategy section allows the instructor to give the learner the opportunity to

individually create the discussion files under designated tabs for instructional design in

the shell. Once these strategies have been implemented and the learner has followed all

instructed items this task will be almost completed . In addition once each instructed

assignment tab and module has been placed within shell the learner has finished the

implementation of discussion tabs in course (This is only major content required in

course.) I did run into the issue of trying to figure out what to include for instruction

when developing this phase of instruction because there were many ways to go about

showing the learner how to do this. I eventually used items and tools that I felt would
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work hand in hand with showing them how to implement structure. This phase worked

well with instruction once all elements were included and I did a test run on the training

unit.

In the final step of instruction, the last model phase of the QIMM model is the

evaluation of results based on how well they completed the shell during the designated

time frame without mistakes. The assessment was completed by making a comparison to

the test shell example and completed shell versus the learner’s personal shell. The

correct shell should reflect all discussion tabs that are included in the tutorial. A screen

shot of this shell will be included as a part of the unit artifacts.

As these items are displayed for final review the learner will be evaluated on the

location of the their discussion tabs and the placement of the curriculum. As defined,

educational technology involves the disciplined application of knowledge for the purpose

of improving learning, instruction, and/or performance (Spector, 2012). This is exactly

what this principle model is based on in terms of applying knowledge that was once

manually implemented into online instruction. This final step was a little tough because I

had to decide whether or not I wanted to use an evaluation of simply the finished product

or add more assessing factors. I then had to realize that since this course was just a 1 hour

course and only included discussion tabs that would be sufficient enough for a graduate

student. This gave me the option of allowing them more time if needed by giving them

contact information to additional tutorial sections.

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Reference

Spector, Michael J. (2012). Foundations of Educational Technology. Integrative

Approaches and Interdisciplinary Perspectives. 59-86.