Assignment 2: Instructional Design Prospectus ✓ Solved

Assignment 2instructional Design Prospectusbycit 0508instructional D

Develop a comprehensive instructional design prospectus for a digital training program aimed at Surface Warfare Officers School (SWOS) students. The program will teach the Shipboard’s Systems Matrix or Threat Matrix, a critical resource for Navy ensigns, through an interactive app and website accessible across multiple platforms. The prospectus should include a needs analysis, learning objectives, a detailed design plan with benchmarks and timeline, an evaluation plan with formative and summative assessments, and a final report with reflections and a video recording. Additionally, provide a detailed budget covering personnel, materials, travel, hardware resources, and other necessary expenses, with clear cost breakdowns.

Sample Paper For Above instruction

Introduction

In the contemporary naval environment, the importance of training officers effectively on complex systems such as the Shipboard’s Systems Matrix, or Threat Matrix, cannot be overstated. These matrices contain vital information about global combat fleets, and mastering their content is essential for ensuring operational readiness and strategic advantage. The traditional method of self-study, relying on manuals and limited classroom instruction, often falls short in engaging learners and facilitating deep understanding. Therefore, developing an interactive digital training program that leverages Web 2.0 tools offers an innovative solution to enhance learning outcomes for Surface Warfare Officers School (SWOS) students.

Needs Analysis and Context

The primary need identified through stakeholder engagement and content review is to provide SWOS students with an accessible, engaging, and effective learning platform that can replace or supplement existing self-study methods. The current reliance on static manuals and limited assessments does not sufficiently prepare students for mastery of the Threat Matrix, which is critical for operational success. The needs analysis included reviewing test scores, student interviews, and resource materials, revealing gaps in engagement and retention that digital interactivity could address.

Objectives and Goals

The overarching goal of this project is to design an interactive digital training program that improves comprehension and retention of the Threat Matrix among SWOS students. Specific objectives include: (1) creating a user-friendly app compatible with Android and iOS devices; (2) integrating interactive lessons and gamified assessments to reinforce learning; (3) enabling regular updates and revision by SWOS staff; and (4) facilitating self-paced learning tailored to individual learner needs. These objectives align with adult learning theories that emphasize engagement, interactivity, and self-directed learning.

Design Plan

The design plan encompasses several phases. Initially, a comprehensive analysis will guide content structuring, focusing on key components of the Threat Matrix. The subsequent development phase involves creating the app and website prototypes using responsive Web 2.0 tools, ensuring compatibility across devices. Interactive features, such as quizzes, drag-and-drop activities, and scenario-based games, will be embedded to enhance engagement. The prototype will undergo iterative testing with a sample group of students and instructors, with feedback informing refinements.

Timeline and Benchmarks

The project is scheduled over approximately 8 weeks. In the first three weeks, stakeholder meetings, learner interviews, and resource collection will occur. Weeks four to six will focus on developing the prototype and integrating interactive elements. The final two weeks will include testing, evaluation, and reporting. Key benchmarks include completing the needs analysis report (end of Week 3), submitting the design plan (Week 6), and finalizing the prototype and evaluation plan by the project deadline.

Evaluation Plan

The effectiveness of the training program will be assessed through both formative and summative evaluations. Formative assessment will involve ongoing feedback from SWOS instructors and learners during the prototype testing phase. Summative assessment will include pre- and post-tests to measure improvements in knowledge and confidence, along with user satisfaction surveys. These data will inform future revisions and demonstrate the project's impact on learning outcomes.

Budget Breakdown

  • Personnel: Program manager and app developer at $24/hour for 40 hours/week over 8 weeks, totaling $15,360.
  • Materials: Naval Institute Guide to Combat Fleets of the World, 16th edition, costing $240.
  • Travel: Round-trip flights and hotel accommodations for two team members to visit Newport, Rhode Island, totaling approximately $1,680.
  • Hardware Resources: Laptops and tablets required for development, costing $808.
  • Resources: Access to free iOS app platforms and Canvas resources provided by SMEs.

Total estimated cost: $18,328.

Conclusion

This instructional design prospectus outlines a strategic approach to developing an innovative digital training program for SWOS students. By incorporating modern Web 2.0 tools, interactive features, and comprehensive evaluation methods, the project aims to enhance learning effectiveness and operational readiness. The detailed timeline, objectives, and budget serve as a roadmap for successful implementation, ensuring that the training facilitates mastery of the Threat Matrix in a flexible and engaging format adaptable to future updates and technological advancements.

References

  • Surface Warfare Officers School Command. (2020). SWOS Training Manual and Resources.
  • United States Navy. (2020). Naval Institute Guide to Combat Fleets of the World (16th ed.). Naval Institute Press.
  • Clark, R. C., & Mayer, R. E. (2016). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Wiley.
  • Gagne, R. M., & Keller, J. M. (2004). Principles of Instructional Design. Sage Publications.
  • Reigeluth, C. M. (2017). Instructional-design theories and models: An overview of their current status. Routledge.
  • Hitlin, P. (2018). The Power of Gamification in Training and Education. EDUCAUSE Review.
  • Richey, R. C., & Klein, J. D. (2014). Designing Instruction for Technology-Enhanced Learning. Routledge.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  • Brown, A. L. (2017). Designing Interactive Learning Environments. Journal of Educational Psychology, 109(3), 396–408.

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