In Assignment 1, You Developed The Instructional Objectives ✓ Solved

In Assignment 1, you developed the instructional objectives

In Assignment 1, you developed the instructional objectives for your project. Building on Assignment 1, create strategies that support the identified objectives and content. Develop instructional strategies, delivery strategies, and the learner-related sequence. Specify the learner-related sequencing related to your design strategy, including the sequence, description, and related objective. Create three instructional learning strategies that clearly correlate with the learning objectives and instructional content created in Assignment 1. Determine three examples of instructional strategies that are appropriate based on the learner analysis. Create an instructional message for the content. Specify the function, content structure, learner, and task attributes as they relate to your project. Analyze the learning objectives and select two appropriate delivery strategies and provide a rationale for your selection. Analyze the instructional context and select two appropriate delivery strategies and provide a rationale for your selection. Analyze the instructional strategies and select two appropriate delivery strategies and provide a rationale for your selection. Include at least three references from material outside the textbook (no more than ten years old).

Paper For Above Instructions

Introduction

This paper extends the instructional objectives produced in Assignment 1 by specifying learner-related sequencing, defining instructional strategies, offering examples linked to learner analysis, composing an instructional message, and selecting delivery strategies with rationale. The design target is adult learners in a workplace upskilling program (professional development context). Strategies leverage evidence-based principles for multimedia learning, scaffolding, and universal design to optimize accessibility and transfer (Clark & Mayer, 2016; CAST, 2018).

Learner-Related Sequencing

Sequence 1 — Activate prior knowledge: Brief pre-assessment and a short scenario to surface existing schema. Purpose: diagnose starting points and personalize paths; Related objective: ensure learners can identify three core concepts before instruction begins (pre-test objective).

Sequence 2 — Demonstration and modeling: Instructor-led demonstration (video + annotated slides) showing step-by-step procedures and best practices. Purpose: provide clear examples and reduce cognitive load; Related objective: learners will be able to describe procedures with correct terminology (knowledge objective) (Clark & Mayer, 2016).

Sequence 3 — Guided practice with feedback: Interactive tasks with automated and instructor feedback (worked examples, deliberate practice). Purpose: scaffolding toward independent performance; Related objective: demonstrate correct task performance with 85% accuracy (skill objective) (Horton, 2016).

Sequence 4 — Transfer and reflection: Authentic tasks, peer discussion, and reflective prompts to promote application. Purpose: support transfer to workplace; Related objective: apply procedures in a simulated context and reflect on results (transfer objective) (Bates, 2015).

Three Instructional Learning Strategies Correlated with Objectives

Strategy A — Worked-example progression: Present worked examples that gradually fade to independent problem solving. Correlation: aligns with demonstration and guided practice sequences and supports the skill and transfer objectives by reducing extraneous cognitive load and building procedural fluency (Clark & Mayer, 2016).

Strategy B — Scenario-based problem solving: Use realistic case scenarios that require application of concepts and decisions. Correlation: supports transfer objective by providing authentic context for applying knowledge and prompting reflection (Bates, 2015; Salmon, 2019).

Strategy C — Spaced micro-practice with feedback: Deliver short micro-lessons and quizzes spaced over days with immediate corrective feedback. Correlation: supports retention and mastery of procedures (skill objective) through distributed practice and timely feedback (Seaman, Allen, & Seaman, 2018).

Three Examples of Instructional Strategies Based on Learner Analysis

Example 1 — Differentiated pathways: Based on pre-assessment, learners receive tailored modules (beginner/intermediate/advanced). Rationale: adult learners vary in background; differentiation increases relevance and efficiency (CAST, 2018).

Example 2 — Peer coaching groups: Small groups meet synchronously for guided practice and peer feedback. Rationale: social learning and workplace relevance improve motivation and transfer (Salmon, 2019).

Example 3 — Job-embedded simulations: Interactive simulations mirroring workplace tasks. Rationale: high-fidelity practice yields stronger transfer and confidence for complex skills (Horton, 2016).

Instructional Message: Function, Structure, Learner, and Task Attributes

Function: The instructional message’s function is prescriptive and procedural: to teach stepwise procedures and decision rules required for workplace tasks. Structure: Messages follow a problem-solution format with explicit goals, sequential steps, examples, and common-error warnings. Each message is modular (microlearning units) and uses multimodal media (narrated animation + text + annotated screenshots) to support dual-channel processing (Clark & Mayer, 2016).

Learner attributes: Adult professionals with variable prior knowledge, time constraints, and preference for application-oriented learning. Messages are concise, optional deeper links provided for advanced learners, and accessible formats follow UDL guidelines (CAST, 2018).

Task attributes: Tasks are procedural and scenario-driven with branched decision points; messages highlight prerequisites, expected outcomes, performance criteria, and rubrics for self-assessment to support deliberate practice and feedback (Horton, 2016).

Analysis of Learning Objectives → Delivery Strategy Selection

Selected Delivery Strategy 1 — Blended learning (asynchronous LMS modules + periodic synchronous coaching). Rationale: Learning objectives include knowledge acquisition, skill demonstration, and workplace transfer. Blended delivery supports flexible self-paced content acquisition via LMS while preserving synchronous sessions for demonstration, coaching, and social transfer activities (Bates, 2015).

Selected Delivery Strategy 2 — Microlearning push via mobile-enabled modules. Rationale: For retention and spaced practice objectives, short mobile modules increase accessibility and support just-in-time performance support; research shows microlearning improves engagement and retention when aligned with practice schedules (Seaman et al., 2018).

Analysis of Instructional Context → Delivery Strategy Selection

Context factors: distributed workforce, limited synchronous availability, varied digital literacy, and requirement for workplace application. Delivery Strategy 1 — Learning Management System with adaptive sequencing. Rationale: An LMS can host differentiated paths, track mastery, and automate sequencing based on pre-assessments, which fits the distributed context and need for progress tracking (Clark & Mayer, 2016).

Delivery Strategy 2 — Cloud-based simulation environment (browser-accessible). Rationale: Simulations accessible via browser reduce installation barriers and allow realistic practice across locations; they align with the context requirement for authentic, safe practice (Horton, 2016).

Analysis of Instructional Strategies → Delivery Strategy Selection

Given the chosen instructional strategies (worked examples, scenario-based problem solving, spaced micro-practice), the best delivery strategies are: 1) Interactive multimedia modules hosted on the LMS (to deliver worked examples, embedded feedback, and branching scenarios), and 2) Synchronous virtual workshops (short, focused sessions) for peer coaching and debriefing of scenarios. Rationale: Multimedia modules support multimedia design principles and scalability (Clark & Mayer, 2016); synchronous workshops provide social interaction and expert scaffolding that foster higher-order skills and transfer (Salmon, 2019).

Conclusion

The sequence from activation through demonstration, guided practice, and transfer, combined with worked examples, scenario-based learning, and spaced micro-practice, produces coherent alignment between objectives and instruction. Delivery strategies prioritized for this workplace upskilling design are blended delivery via LMS with mobile microlearning and cloud simulations complemented by short synchronous workshops. These choices reflect learner needs, contextual constraints, and research-based instructional principles (Clark & Mayer, 2016; Bates, 2015; CAST, 2018).

References

  • Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd. https://opentextbc.ca/teachinginadigitalage/
  • CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
  • Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction (4th ed.). Wiley.
  • Horton, W. (2016). E-learning by design (2nd ed.). Wiley.
  • Salmon, G. (2019). E-tivities: The key to active online learning (3rd ed.). Routledge.
  • Seaman, J., Allen, I. E., & Seaman, J. (2018). Digital learning compass: Distance education enrollment report 2017. Babson Survey Research Group.
  • Allen, I. E., & Seaman, J. (2016). Online report: Grade increase—Tracking distance education in the United States. Babson Research.
  • Ally, M. (Ed.). (2019). The theory and practice of online learning (2nd ed.). Athabasca University Press.
  • Merrill, M. D. (2017). First principles of instruction: A synthesis. Educational Technology Publications.
  • Kirkwood, A., & Price, L. (2016). Technology-enhanced learning and teaching in higher education: What is 'enhanced' and how do we know? A critical literature review. Learning, Media and Technology, 41(1), 6–36.

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