Instructional Design Project

1. INSTRUCTIONAL DESIGN PROJECT
JAY-Z: IN THA’ MIX
LETA HENDRICKS
DEVELOP NEW SEMINAR
To accomplish this goal I plan the following activities:
A. Participate in the OSUL Instructor Development Program meetings and
workshops for counsel and guidance.
B. Use Reverse Engineering to develop seminar: establish goals, choose
assessment tools, and develop learning plan.
C. Plan instructional activities for multiple content formats.
D. Create a new Freshman Seminar Syllabus.
E. Demonstrate results at Instructor Development Program Summer Showcase.
PROJECT TIMELINE
January------February March------AprilMay------June
Create Project Timeline Obtain Learning Objects Develop Assignments,
Select Methodologies Create Instructional Content Instructional Content, &
Determine Goal & Objectives (Learning Domains) Rubrics
Select Resources Propose Activities That Testing
Choose Assessment Tools Demonstrate Understanding Choose Assessment Tools
Build Assignments &
Instructional Content
Choose Assessment Tools
REVERSE ENGINEERING
The instructional design process, backwards design:
● Establish desired results
○ Goals - content standards or outcomes
○ “Understandings” or big ideas that should dominate
○ Knowledge and skills to be acquired
● Developassessment
○ What assignments and activitiesdemonstrate understanding
○ What criteria will be used to evaluate those tasks
○ How will students reflect and self-assess
● Create Learning Plan
○ Sequence class
○ Evaluate structure
Wiggins, Grant P, and Jay McTighe. Understanding by Design. Alexandria, VA:
Association for Supervision and Curriculum Development, 1998. Print.
INSTRUCTIONAL DESIGN PROJECT Page 1

2. BLOOM’S TAXONOMY
Remembering: can the student recall or remember the information?
DISCUSSION
Define, duplicate, list, memorize, recall, repeat, reproduce state
Understanding: can the student explain ideas or concepts?
ORAL
Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, and
paraphrase
Applying: can the student use the information in a new way?
DJ HERO
Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve,
use, write
Analyzing: can the student distinguish between the different parts?
ORAL; WRITTEN
Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment,
question, and test
Evaluating: can the student justify a stand or decision?
ORAL; WRITTEN
Appraise, argue, defend, judge, select, support, value, evaluate
Creating: can the student create new product or point of view?
ORAL; WRITTEN & DJ HERO
Assemble, construct, create, design, develop, formulate, and write
INSTRUCTIONAL DESIGN PROJECT Page 2

3. LEARNING DOMAINS
Learning Activities Delivery Assessment
Domain Considerations
Cognitive Self-check Web-enhanced Project based for
quizzes materials higher cognitive
Case studies supplementing skills
Drill and practice classroom lectures Multiple choice or
Short answer Hybrid course with short essay
essay cognitive content on questions
Project or the webMultimedia Case Studies
problem-based simulations of
activities challenging and key
concepts
Affective Goal setting Face-to-face meetings Self-assessment
Self-reflective Motivational videos using check-list
writing in a Streaming audio Pre/post attitude
journal explanations and survey related to
Practice tutorials encouragement course content
designed for Interactive video, web Retention/success in
student success casts, conference calls course
Psycho-motor Practice of Face-to-face Performance of skill
desired skill with demonstrations matches set
feedback Demonstration videos standard as
Arranging Pictures with audio observed by an
sequences of an and text explanations instructor or
activity in correct Interactive video designee
order demonstrations
Interpersonal Structured team Face-to-face small Team, instructor and
projects with group coaching and self-assessment
debriefing feedback sessions measures
Analyzing video Check lists, examples, Analysis of
models and videos and other videotaped student
identifying correct cognitive support performance of
from incorrect material presented desired interpersonal
performance online skill
INSTRUCTIONAL DESIGN PROJECT Page 3

4. DESIRED RESULTS
Goals
Upon the course's completion, students should:
Find, identify, and evaluate information resources.
Understand the value of using multiple media formats in learning.
Comprehension of JAY-Z’s life, lyrics, and music.
Appreciate the lives and careers of significant rap artists.
Recognize the specific contributions of rap music to world culture.
Recognize Rap Music as an art and business.
Understandings Questions
Library databases contain vetted resources. How to find, identify, and evaluate information?
Multiple media formats provide diverse facts. What Databases contain the best resources?
Successful recordings rely on the lyric & mix. How to assemble dissimilar learning objects?
JAY-Z used street knowledge to become an What are the elements of Rap?
artist and entrepreneur. Why do so many rappers fail to get signed?
Rap is a Global musical art form. What are the genres of Rap?
Rap Music is a part of Hip Hop Culture. Where did Rap Music begin?
Digital media enhances learning. Why are Rap Music and Hip Hop Culture
Enhanced appreciation of JAY-Z’s lyrics and popular?
music. What is a digital book (e-book)?
How do Rappers write lyrics?
Knowledge Skills
Develop a research strategy. Use research skills.
Distinguish media formats. Utilize mixed digital media.
Rap Music terms. Define Rap Music.
Rappers who walk the walk. Identify successful Rappers.
Rap Music is a commodity. Collect digital content.
Rap Music foundations. Write an annotated bibliography.
Remixes are a dialog. Communicate new ideas.
Droppin’ Science is education.
ASSESSMENT
Performance Tasks
The first project is an oral presentation, rapper Discussions
flow down comparing the aesthetics and flow Group work
of JAY-Zalongside a selected rap artist(or 3-Minute Wrapper
group). Discussion Board
The final project is an annotated bibliography
due at the last class session. The bibliography
continues Project #1 topic.
LEARNING PLAN
Activities
3-Minute Wrapper
Assigned Readings
Digital Media
Discussions
Projects
DJ Hero Mixes
DJ Hero allows students to take risks in a safe environment. Students feel no discomfort or
burden to perform individually. The playfulness of DJ Hero encourages embodied learning
experiences. Allowing engagement through themusic art form.
INSTRUCTIONAL DESIGN PROJECT Page 4

5. Learning Outcomes
1. Find, identify, and evaluate information resources.
Students will understand Information is a commodity
Students will evaluate information sourcesStudents will learn to formulate
search research strategiesStudents will manage information
2. Understand the value of using multiple media formats in learning.
Search diverse sources from one convenient place
Find articles, theses, books, abstracts or proceedings
Locate the documents through library databases or on the web
Learn about key scholarly literature in any area of research
3. Recognize rapmusic as an art and business.
Students will define art and business
Students will identify labels and producers
Students will learn about “beefs”
Students will understand music is a commodity
4. Appreciate the lives and careers of significant rap artists.
Students will identifysignificant rap artists
Students will know rap music styles and aesthetics
Students will understand DJ techniques
Students will identify information
5. Recognize the specific contributions of rap music to world culture.
Students will identify world rap styles
Students will evaluate world rap styles
Students will understand global marketing of rap music Students will explain the
importance of rap music
Instructional Goals
A. Students will apply knowledge
B. Students will create knowledge products
C. Students will interact and collaborate using learning objects
D. Students will understand and follow tocourse organization
E. Students will adhereto activity deadlines
Readings and study time: Students are expected to read materials prior to the day for
which they are assigned. Students are responsible for all assignments and for all
information disseminated in class.
INSTRUCTIONAL DESIGN PROJECT Page 5

6. INSTRUCTIONAL PLAN
1 Introduction Discussion: Introductions
Course Overview
2 Spit Readings Discussion: Rap Elements
Introduction to Rap Music 3-Minute Rapper:Reasonable Doubt/American
Gangster
3 Remix Readings Discussion Board: Old School
Rap Sampling Droppin’ Beats: Grand Master Flash
4 Droppin’ Science Choose Project Topic
Introduction to Research
5 Spit Readings Discussion: Tha’ Streets
Urban Life 3-Minute Rapper:Black Album/ Blueprint Vol. 3 …
6 Remix Readings Discussion Board:Roc-a-Fella
Music Labels Droppin’ Beats:Afrika Bambaataa
7 Remix Readings Discussion Board: Art vs. Money
Capitalism Droppin’ Beats: Hammer Time
8 PROJECTS Presentations
9 PROJECTS Presentations
10 Spit Readings Discussion: Street Meets Wall Street
Going Global 3-Minute Rapper:Hell Yeah (Pimp the System)
11 Remix Readings Discussion Board:Transcending Rap
Spirituality Droppin’ Beats:Izzo (H.O.V.A.)
12 Spit Readings Discussion: Retirement
Crossroads 3-Minute Rapper: Kanye and Kingdom Come
13 Remix Readings Discussion Board: Beyoncé and Kanye
JAY’Z Today Droppin’ Beats: 2Pac
14 Special Guest Discussion:“On to the Next One”
Semiotics
15 Project #2 Due
Special Guest: TBA
INSTRUCTIONAL DESIGN PROJECT Page 6

7. ACTIVITIES
INSTRUCTIONAL ACTIVITIES:
Course activities will include the following:
1) Class discussions 2) Text readings
3) Presentations by the instructor 4) Presentations by the students
5) Group activities 6) Digital media
Class attendance and participation is crucial in the understanding of materials and concepts for
thisseminar.This is a discussion-based course all students are expected to participate in class
discussions. Classroom time is limited, additional discussion will take place on the Discussion
Board. You will be assigned discussion topics and are expected to contribute an intelligent post by
Wednesday of each week. Be diligent about readingWritten assignments, students are expected to
demonstrate their acquisition and understanding of important concepts, perspectives, and basic
principles.
Projects
Students will have the opportunity to present material to the class relating to JAY-Z through a
podcast; videocast; PowerPoint or other technology. Use the MLA Handbook for Writers of
Research Papers, Seventh Edition for bibliographic format for in-text citationand references.
3-Minute Rapper
Typographical, grammatical, and spelling errors will detract from your grade. If you need help with
your paper, visit the Writing Center.All written assignments must be submitted byemail, a
minimum requirement of 2paragraphs. Subject line must include in the following format: Subject:
3-Minute Rapper: Topic. The bi-weekly written assignment is due the following Wednesday by
11:59 pm on the date specified on the course schedule. Late assignments will not be accepted.
Early submitted assignments are welcomed.
Discussion Board
To encourage discussion, students are expected to post at least 3 bi-weekly posts (beginning in
week two) to the Discussion Board. This area serves as inspiration and further discussion on an
aspect of JAY-Z. While your first post is intended to initiate discussion, your additional posts for
that week should keep that discussion going. Your second post will be in response to a classmate’s
question or one of my questions. Your third post will be a response to students who have
responded to your question. I will offer individual feedback on discussion board posts periodically
so that each student has an opportunity to improve his or her grade. Discussion board posts will be
graded on both frequency and quality. Keep in mind, 3 quality posts is the minimum requirement
and a minimum of 3 sentences (per post).Simply summarizing what’s on the link is usually not
enough of a contribution. The discussion board is an opportunity for engagement. Grading will be
based on both the quality and quantity of contributions.Postsshould be directly related to the
assigned topic and contain a subject heading that accurately indicates what your post is about.
Recommend early postingfor significant interaction results. A high quality post is one that focuses
on the theme for that unit, makes use of course concepts, and draws on specific references to the
assigned readings. A post of superior quality will do all of that in addition to making connections
between readings and units. Recommend you write all posts as a Word document, then copy and
paste it onto the discussion board to avoid technical difficulties. The discussion board will be graded
by the second Friday at the latest.The first post each week is due Mondayby 11:55 PM, The second
post each week is due Thursdayby 11:55 PM and the third post is due Wednesday by 11:55 PM.
Posting only on the weekend does not qualify as participation in a discussion.Anything posted after
Wednesday will be considered late and will not be accepted.
Droppin’ Beats
DJ Hero allows students to take risks in a safe environment. Students feel no discomfort or burden
to perform individually. The playfulness of DJ Hero encourages embodied learning experiences,
allowing engagement through the music art form.
INSTRUCTIONAL DESIGN PROJECT Page 7

8. OBJECTIVE EXCELLENT GOOD ADEQUATE WEAK
Find, identify,
and evaluate
information
resources.
Student Student Student develops a Student develops Student did not
develops a develops a search strategy with a search strategy develop a search
research search strategy keywords strategy at all
strategy. with keywords
and synonyms
for chosen
keywords
Student knows Student selects Student selects 4 Student selects 3 Student selects 2
how to find 5+ information information sources information or
sources. sources sources lessinformation
sources
Student Student records Student records all Student records Student records
properly all but one bibliographic all but two all but three or
records bibliographic data correctly bibliographic more
bibliographicdat data correctly data correctly bibliographic
a. data correctly
Student can Student can Student can define Student can Student can
define primary define 5+ 4tenets for selected define 3 tenets define 2 or less
and secondary tenets for sources for selected tenets and
sources. selected sources cannot define
sources source
Understand the
value of using
multiple media
formats in
learning.
Student can Student can Student can define Student can Student can only
define media define5+ media 4media formats define 3 media define2 or less
formats. formats formats media formats
Student selects Student selects 4 Student selects 3 Student selects 2
Student 5+ dissimilar dissimilar media dissimilar media or less dissimilar
employs digital media formats formats information formatsinformati media
media content. information sources on sources formatsinformati
sources on sources
Student knows Student Student combines 4 Student Student
how to combines 5+ dissimilar media combines combines 2 or
assemble dissimilar formats 3dissimilar media less dissimilar
dissimilar media formats formats media formats
media formats.
Student Student records Student records all Student records Student records
understands all multiple but one multiple all but two all but three or
multiple media media media format multiple media more multiple
formats provide formatscorrectl correctly formats correctly media formats
diverse facts. y correctly
OBJECTIVE EXCELLENT GOOD ADEQUATE WEAK
INSTRUCTIONAL DESIGN PROJECT Page 8

9. Identify JAY-Z’s
contributions to
community,
culture, and
commerce.
Student lists Student Student Student identifies Student
JAY-Z’s identifies5+ identifies4contributio 3 contributions identifies 2 or
contributions to contributions to ns to community to community lesscontributions
community. community to community
Student Student Student describes 4 Student Student can only
describes JAY- describes 5+ Beefs describes 3Beefs describe 2 or
Z’s Beefs. Beefs less Beefs
Student
understands Student records Student records Student records
Student records all
JAY-Z’s use of all “Street all but two all but three or
but one “Street
“Street Knowledge” “Street more “Street
Knowledge” tenants
Knowledge” in tenants Knowledge” Knowledge”
correctly
business correctly tenants correctly tenantscorrectly
enterprises.
Student Student Student identifies 4 Student can Student can only
recognizes JAY- identifies 5+ significant identifies identifies 2 or
Z’s significant significant recordings 3significant less significant
recordings recordings recordings recordings
Appreciate the
lives, careers,
and influences
of significant
rap artists.
Student Student Student identifies Student identifies Student
identifies identifies5+ rap 4rap artists who 3rap artists who identifies2 or no
significant rap artists who influenced Jay-Z influenced Jay-Z rap artists who
artists who influenced Jay- influenced Jay-Z
influenced Jay- Z
Z.
Student Student Student
identifies identifies 5+ Student identifies identifies 2 or no
Student identifies 4
significant rap significant rap 3 significant rap significant rap
significant rap artists
artists artists artists influenced artists influenced
influenced by Jay-Z
influenced by influenced by by Jay-Z by Jay-Z
Jay-Z. Jay-Z
Student
Student has
Student Student explains all Student explains explainsless than
knowledge of
explainsallDJing but one DJing all but two DJing three DJing
DJing
techniques technique techniques. techniques.
techniques
Student
Student
Student defines definesless than
Student Student definesall definesall but
rap music three rap music
definesrap but one rap music two rap music
elementscorrect elements
music elements. elements correctly elements
ly correctly
correctly
OBJECTIVE EXCELLENT GOOD ADEQUATE WEAK
Recognize Rap
INSTRUCTIONAL DESIGN PROJECT Page 9

10. Music as an art
and business.
Student can Student can define 3 Student can Student can only
Student lists
define 4+ tenets for selected define 2 tenets define one or no
Global Rap
tenets for sources for selected tenet and cannot
artists and
selected sources define source
groups.
sources
Student knows
Student records Student records Student records
who, Student records all
all Rap Music all but two Rap less than three
what,where, but one Rap Music
development Music Rap Music
when, and why development tenant
tenants development development
Rap Music correctly
correctly tenant correctly tenant correctly
began.
Student knows
Student records
how to detect
all tenets
Rap related
correctly
products.
Student names Student names Student names
Student names Student names nine
ten significant eight significant seven or less
significant Rap significant Rap Music
Rap Music Rap Music significant Rap
Music producers producers
producers producers Music producers
LETA HENDRICKS 02/05/13
INSTRUCTIONAL DESIGN PROJECT Page 10