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Course Implementation/ Evaluation Plan and Final Syllabus, Course Project help

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Module 6 Assignment 2

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Course Project: Course Implementation/ Evaluation Plan and Final Syllabus

The last two components of the ADDIE model are the “implementation” and the “evaluation” phases. Once an eLearning course has been designed, there are tasks that must be completed before it can be offered to students. Additionally, having an evaluation plan in place will improve the chances that the course can be assessed easily for further improvement in the future. For this Assignment, you will apply the implementation and evaluation phases of the ADDIE model to your eLearning course. You will also reflect on the asynchronous summit you conducted during the last module and finalize the syllabus for your eLearning course.

To prepare:

Read this module’s Learning Resources knowing that you will be asked to evaluate your own eLearning course with what still needs to be done before the course is ready for students (implementation phase) and to plan for how you will evaluate the course after it has run (evaluation phase).

By Day 7 of Week 11, submit a 5- to 7-page paper that contains the following:

Implementation and Evaluation Plan

  • Explain what steps still need to be taken before implementation.
  • What further scaffolding strategies should be in place before implementation? (Stavredes & Herder, 2012; pp. 179)
  • What teacher and student preparation are necessary?
  • Describe how evaluation criteria and tools will be used to determine whether the course accomplished its purpose.

Mini Summit #2 Reflection (Shepard, 2012)- YOU CAN MAKE THIS PART UP!!!!!!!!!!!!!!!!!!!

  • Describe Mini Summit logistics and any issues you had with the meeting.
  • Describe how you felt about receiving feedback from your colleagues.
  • Describe how you felt about providing feedback to your colleagues.
  • How does it compare to other collaborative experiences you have had?
  • How did the second Mini Summit compare to the first?
  • Reflect on the feedback provided to you from your peers. What feedback encouraged you to make changes or reconsider your reasons for what the design of your eLearning course?
  • Reflect on the use of a formative/summative course-long assessment scoring guide to evaluate your eLearning course and how it aided or hindered you in the development process.

Finalized Syllabus

  • Make edits to improve your eLearning course syllabus. Take into account:
    • Feedback from your Instructor
    • Feedback from your Learning Community
    • Stavredes and Herder (2012) pp. 156–158

Note: You will not only modify the syllabus within your eLearning course, but also place the text of your syllabus as part of this paper—it will be checked by Turnitin.

Submit this Assignment by Day 7 of Week 11.


The implementation stage reflects the continuous modification of the program to make sure maximum efficiency and positive results are obtained. Here is where IDs strive to redesign, update, and edit the course in order to ensure that it can be delivered effectively. “Procedure” is the key word here. Much of the real work is done here as IDs and students work hand in hand to train on new tools, so that the design can be continuously evaluated for further improvement. No project should run its course in isolation, and in the absence of proper evaluation from the IDs. Since this stage gains much feedback both from IDs and participants alike, much can be learned and addressed.

Design evaluation is done in the implementation phase. Designers play a very active role in this stage, which is crucial for the success of the project. Developers should consistently analyze, redesign and enhance the product to ensure effective product delivery. Meticulous monitoring is a must. Proper evaluation of the product, course or program, with necessary and timely revisions, is done in this phase. When instructors and learners actively contribute during the implementation process, instantaneous modifications can be made to the project, thus making the program more effective and successful.

The following are examples of what can be determined:

  1. Advise on your preferred method of record keeping, as well as the actual data you would like to mine from the experience of students interfacing with the project.
  2. What is the emotional feedback given to you by teachers and students during initial demonstration of the project? Are they genuinely interested, eager, critical or resistant?
  3. As the project proceeds, do you see that IDs are able to grasp the topic immediately or do they need help?
  4. Explain how you are going to deal with any possible errors during testing. What will your response be if, after presenting activities to students, things do not go as planned?
  5. Did you prepare a back-up tool in the event of initial failure of the project? When technical and other problems arise do you have a back-up strategy?
  6. Will you go for implementation on a small scale or a large scale?
  7. When the student group gets the material can they work independently, or is constant guidance required?


The last stage of the ADDIE method is Evaluation. This is the stage in which the project is being subjected to meticulous final testing regarding the what, how, why, when of the things that were accomplished (or not accomplished) of the entire project. This phase can be broken down into two parts: Formative and Summative. The initial evaluation actually happens during the development stage. The Formative phase happens while students and IDs are conducting the study, while the Summative portion occurs at the end of the program. The main goal of the evaluation stage is to determine if the goals have been met, and to establish what will be required moving forward in order to further the efficiency and success rate of the project.

Every stage of the ADDIE process involves formative evaluation. This is a multidimensional—and essential—component of the ADDIE process. Evaluation is done throughout the implementation phase with the aid of the instructor and the students. After implementation of a course or program is over, a summative evaluation is done for instructional improvement. Throughout the evaluation phase the designer should ascertain whether problems relevant to the training program are solved, and whether the desired objectives are met.

While often overlooked due to time constraints and monetary reasons, Evaluation is an essential step of the whole ADDIE method as it aims to answer the following questions:

  1. Determine the categories that will be established to evaluate the effectiveness of the project (i.e. improved learning, increased motivation etc.) On what factors or criteria will the effectiveness of project be determined?
  2. Determine the way you will implement data collection, as well as the timing at which it will be effectively made. When will the data related to the project’s overall effectiveness be collected and how?
  3. Determine a system for analyzing participant feedback.
  4. Determine the method to be used if some parts of the project need to be changed prior to full release. On what basis will you arrive at a decision to revise certain aspects of the project before its full implementation?
  5. Determine the method by which reliability and content validity can be observed.
  6. Determine the method by which you will know if instructions are clear. How is the clarity of instructions assessed?
  7. Determine the method by which you can analyze and grade the response of the participants on the project.
  8. Determine who gets to receive your final output regarding the project. Who will prepare this report on the results of the evaluation?
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