INSTRUCTIONAL DESIGN 

Coding Identification Sequencing 

Targeted Reading for Equational Writing 

Instructional Designer: Meri Swain

Implementation Strategy Not Included

PROJECT OVERVIEW

The purpose of the Coding Identification Sequencing instructional design is to close an identified gap in digital literacy. This proposed system implements a code, identify, and sequence method to paraphrase educational standards using elaborative encoding. It is a procedural system that increases comprehension by combining targeted reading strategies with elaborative encoding methods to limit superficial engagement and enhance memory. It uses a combined subject identification technique for reader retention. Response development incorporates background knowledge and experiences to write with a constructive perspective.  

The system is structured to apply a targeted digital reading and coding of identified subjects to an assortment ofmultimedia resources to combine sequences of information. The sequencing formula provides the main subject, and it eliminates the use of complete sentences. This technique reduces plagiarism and increases academic integrity. Incorrect paraphrasing incorporates the source author’s sentence structure and style but fails to express the meaning. This technique paraphrases an identified subject from an individual perspective with academic integrity. 

INSTRUCTIONAL GOAL IDENTIFICATION

Learners will apply the coding identification sequencing method to an educational text and paraphrase with elaborative encoding.

LEARNER ANALYSIS

This blueprint’s target population is actively enrolled students who read above 600L and can operate a computer. Active participation in reading and writing time in an educational setting varies. Successful learners with increased comprehension spend additional active time reading and writing outside the educational setting. Effective readers form judgements to apply meaning to the context. Motivational readers with analytical ability have enhanced written responses. Effective written communication is important. This design focuses on analyzing targeted information from the individuals’ perspectives to enrich the reader to writer performance. 

This dataset is ten years of personal observations and experience collected from the local public and university school systems. The observations and experience are blended to deliver a comprehensive dataset. Observations of students, educators, and librarians focused on reader and writer characteristics, incentives, time allocated, and ability. 

LEARNER CONTEXT

This blueprint is designed to implement in a public-school systems traditional or online classroom. The coding identification sequencing materials require online access. The Instructional training can occur in the public-school systems traditional or online classroom. Trained instructors can adapt materials to a printed format to benefit paraphrasing, but it is not recommended because it eliminates the increased engagement of digital literacy. The design can be adapted by school operations to accommodate those with special needs or disabilities.  

This dataset is ten years of personal observations and experience collected from the local public and university school systems. The observations and experience are blended to deliver a comprehensive dataset. Observations of students, educators, and librarians focused on reader and writer characteristics, incentives, time allocated, and ability. 

PERFORMANCE CONTEXT

This design is a blueprint for comprehending educational standards and it requires subject matter experts or educators to design, administer, and instruct students on the coding identification sequencing process. Public-school system educators are trained in classroom management and receive leadership training to promote a positive learning atmosphere. This system develops the learner’s constructive perspective to foster successful written communication in the workplace.  

This dataset is ten years of personal observations and experience collected from the local public and university school systems. The observations and experience are blended to deliver a comprehensive dataset. Observations of students, educators, and librarians focused on reader and writer characteristics, incentives, time allocated, and ability. 

IMPLEMENTATION PLAN

This model’s blueprint requires an internet-based delivery system, which can be implemented for independent study or instructor-facilitated instruction. The pilot implementation is utilizing an eLearning workshop to reach the target audience. The model’s entry skills require participants to read above a 600-lexile level, have basic and novice writing skills, and operate a computer. The two participants are student volunteers who exceed standards in all entry skill requirements.  A text message will provide the pilot participants with a link to access the materials on an eLearning module webpage. 

EVALUATION PLAN

This blueprint incorporates precise computer operations to develop an inclusive system and to expose the test materials as specific to the learning model. The pilot participants will complete an eLearning module of the educational text: [title], identification sequencing: [title], and the sequencing response: [title] to evaluate the effectiveness of the delivery system and the learning model. It will be completed within the one-hour session requirement with pilot participants emailing their completed materials.

Pilot Test Description

This pilot tests instructional design delivery system that is hosted for free as a direct access website on the Google Sites platform. The pilot test focused on presenting the test items to the pilot participants for learning outcome success. This design implemented the instructional strategies main steps. Two-participant pilots participated in a web-hosted based version of the module facilitated by the instructional designer. The module’s materials are presented in the web-based system as directional webpages, instructional resource buttons, embedded Google Docs, images, individualized pages, and an embedded Microsoft form. 

Pre-instructional Materials

The learning context and direct access weblink were communicated to the pilots in an email. Pilots’ webpage and document name tag of Pilot One or Pilot were in the email to ensure the pilots had permission to edit and complete the assigned shared documents. Pilot twos initial email address did not have access to Google Docs. The pilot requested an email change. The shared document permissions were updated, and the email was resent.