Be a Master of Multiplication Design Document 

Context & conditions 

This artifact is a design document completed when creating an eLearning course titled Master of Multiplication for EDET 722. This design document contains a front-end analysis (FEA) and a needs assessment along with a formative evaluation plan and an instructional strategy plan. The design document includes many components like a goal analysis, a learner analysis, a contextual analysis, and a topical task analysis. The front-end analysis was conducted with an eLearning product that I created based on the needs of my target audience. The eLearning product is a course on multiplication. This concept is extremely important to the math foundation that young learners need, but there is a huge need in this area. The document itself was authored in Microsoft Word and is organized with headers, page numbers, appendixes, and a references page.  

When completing this design document, I first had to identify which area of need I was going to address with my eLearning product. I knew from my background as an elementary school teacher and tutor that multiplication was a weakness of many elementary students. This was the first entire design document I completed. While working on this document, I used my experience with writing objectives and lesson planning to help conduct the topical task analysis and the goal analysis.

Scope 

The eLearning product that was created from this design document was created to be a resource for my tutoring students. This is a stand-alone course that is designed to be used in response to students struggling with multiplication. This course was also created to be something that teachers could implement when they see a student struggling with multiplication or if parents wanted to use this course to help their child at home. I knew several of the tools and tricks I was going to give to the learners before I created the course. To make sure I had enough content, I did have to do research about different multiplication strategies. 

Role 

This design document was authored independently by me. This document was completed in sections and updated as feedback came in. I conducted the small group trial and analyzed the data from that. I was also sole instructional designer for the course that was completed using this design document. I created all documents that were to be used by the learners, a subject matter expert, and the administrator of the course.  

Instructional Design 

This design document includes a learner analysis which is an imperative step in the ADDIE process as well as the MRK model. A learner analysis is an important step to ensure the success of the learners using the product being designed (Morrison et al, 2013, p. 50). In this instance, the learner analysis did cause me to edit my content. I was able to include some specific multiplication families (0, 1, 2, 5, 10) in the review instead of in the main learning content and the save time spent learning to be focused on the content that was needed most which was the multiplication families 3, 4, 6, 7, 8, and 9.  

A learner analysis is not the only part of the ADDIE model that was utilized to complete this design document. The ADDIE model was also used to ensure that all instructional activities were aligned with all learning objectives (Vulpen, n.d.). The learning objectives were used to create the learning activities as shown in the document. This guaranteed that the objectives and activities were aligned. There are three goals broken down into thirteen goals. These objectives were then used to create the assessment items that aligned with the objectives. The assessment items were used to make the learning activities that aligned with the assessment items.  

Related performance indicator(s)  

AECT Standard 1: Content Knowledge 

• Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials. 

• Managing - Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.  

• Ethics - Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.  
  
  

Reflection 

This artifact represents my first time conducting a front-end analysis and a formative evaluation plan using a product I developed. As I have been looking over this artifact, I realized that I was confused on exactly what parts were part of what. My document is titled “Front-End Analysis” on the actual document, but I have been referring to this document as a design document. Once I looked at this artifact with a new lens, I realized there were other parts in the document, not only the front-end analysis. This design document includes not only a front-end analysis, but also a formative evaluation plan and an instructional strategy plan. Although this eLearning product was not actually taken all the way through an evaluation process, the plan was designed for future use.  

This artifact overall feels like my first real taste of designing an entire course as an instructional designer. This artifact feels like it generated a lot of growth and learning due to the size of the project. The formatting and organization are elements that I have learned more about and would update to improve the readability of the document. I would do this by editing the headers and making sure all spacing and font sizes match. This artifact really improved my ability to author objective statements and gave me confidence in my planning ability. I usually would have been the type to create, then go back and fill out the beginning information. This artifact made me do it the other way around and that is an invaluable experience. I am proud of the course created from this design document because the design document was completed well.