Unit 1 Assignment: PLE Blog Post- Needs Assessment and Analysis
Part 1
INSTRUCTIONAL DESIGN PROJECT INTAKE FORM
Date: 1/18/26 Client: N. R. Burger School
Instructional Designer: Connie Stapleton Project Name: ELA 101
PROJECT OVERVIEW
1. What is the purpose of the project (instructional need)?
The purpose of the project is to design an instructional unit that supports elementary and middle school students in English Language Arts.
2. What is the scope of the project?
To provide an instructional environment with resources that enrich skill-building in English Language Arts.
3. Learning platform (i.e., face-to-face, blended, online)
hybrid & blended
4. Overarching course goal:
The overarching course goal is to provide extra practice and support to students who have been identified as having low test scores and have not reached the English Language Arts skill level.
5. Learning objectives
The learning objective is to provide skill-building lessons and practice for learners in ELA, centered on their grade level and identified areas of weakness.
6. What level of importance is the training? (i.e., severe, moderate, mild) Moderate to severe.
LEARNING AUDIENCE
1. Who is the intended learning audience?
Elementary and Middle school students
2. What are the learners’ experiences with the project topic?
All learners are enrolled in a regular school-based Reading/ELA course that provides daily instruction.
3. What challenges do learners typically experience with this topic?
Most learners have challenges with reading, including not reading on grade level and low test scores on basic skill assessments.
4. What are the learners’ overall attitudes toward training?
Some learners are hesitant about taking the course because it adds an extra workload to their daily school assignments.
5. What information will the instructional designer have access to regarding the learning audience? (i.e., job observations, meetings with learners, work products, interviews, etc.)
The instructional designer will have access to learners’ daily lesson plans, test scores, and observations of the new program implemented within the instructional unit.
INSTRUCTIONAL ENVIRONMENT
1. How will the instruction be delivered?
Instructions will be delivered via video assignments and daily lesson plans.
2. How will learners access the material?
Material will be provided online for online and hybrid-based students.
3. What is the length of the course?
The course will last from the beginning of the school year to the end of the year.
4. What are the learners’ roles during instruction?
To complete all coursework and testing within the scheduled timeframe.
5. What is the instructor’s role during instruction?
To guide learners through daily work routines and provide instruction when needed.
6. What types of assessment need to be included in the instruction?
Daily practices, skill-building lessons, and weekly skill testing.
TRANSFER (APPLICATION CONTEXT)
1. How soon after the training will learners apply their newly acquired skills? Learners will have testing weekly
2. What are the anticipated challenges with applying these new skills in a real-world environment?
The skill environment consists of learners, elementary to middle school students. The new skills these participants acquire will provide a better understanding of the subject area and, in turn, raise scores on basic skills and testing levels in English Language Arts.
3. What resources are available to support learners during this transfer phase (i.e., job aids)?
Reading Material, skill-building lessons, and daily test practices.
4. Who is responsible for monitoring learners with transference?
Instructor/ Teacher
EVALUATION
1. How and when will the instructional training be evaluated for effectiveness? At the end of every school term.
2. Who will be responsible for conducting an evaluation?
Instructor/Teacher
3. What methods of evaluation will be used to determine the efficiency and effectiveness of the instruction?
Data from test scoring and daily work scores.
Unit 1 Assignment: PLE Blog Post- Needs Assessment and Analysis
Part 2
Persona Worksheet
Name: Mekhi Stapleton
Age: 14
Grade: 8th
Interest: Music & theater
Bio: Mekhi Stapleton attends N.R. Burger Middle School. Mekhi is in the 8th grade and loves all things relating to music and Theater. He attends Ms. Brackett’s first-period ELA skill-building class for extra practice to raise his reading scores.
Goals: To raise reading scores by the end of the school term.
Daily routines: Attend school at N.R. Burger from 7 am to 2:30 pm Monday through Friday. On Tuesdays and Thursdays, there is an after-school tutoring program from 2:30 pm until 5:30 pm.
Likes/Dislikes: Mekhi likes spending time with his friends and family, playing his saxophone, and watching plays. Mekhi is shy when meeting someone for the first time. Speaking in public is his least favorite thing to do.
Motivation: Mekhi hopes to attend college and major in theater and creative arts. He knows that his grade will have to be good to be accepted into a good college.
Unit 1 Assignment: PLE Blog Post- Needs Assessment and Analysis
Part 3
What are the most important takeaways/what have you learned from your Needs Assessment?
One important takeaway from my Needs Assessment is the importance of accessibility options for learners. My instructional environment will offer blended, online, and hybrid learning. Blended learning combines traditional in-person classroom instruction with online, technology-driven learning activities. Online learning delivers instruction via the internet, allowing students to access course materials and instruction remotely using digital tools. Hybrid learning blends traditional in-person classroom instruction with online learning activities. Hybrid learning allows students to attend some classes in person while participating in others remotely. The options of blended, hybrid, and online learning extend instruction to a variety of learners. To reach a diverse group of learners equally, there would need to be multiple ways to receive instruction.
What have you learned that may help you to better understand and empathize with your learners in such a way that the instruction you create is meaningful and meets their needs?
I have learned that no two learners are the same. Each has a unique way of learning. In knowing this, my instructional design will be constructed to meet the needs of a diverse group of students. The ELA instructional unit will offer multiple ways for learners to access lesson plans, including video instruction, a mobile app, and textbook instruction. Canvas is my LMS of choice. It includes several features that will enhance the learning experience. in my instructional unit. Some Canvas features include a mobile app for on-the-go access. This feature can be beneficial for students with limited access to a home computer. Students can access the course, submit assignments, and participate from any device. My instructional unit will consist of online, blended, and hybrid students. Canvas course navigation provides a structured way to organize course materials, making learning paths clear and easy for all learners to access. One way to create meaningful instructions and better understand learners’ needs would be to maintain consistent observation of growing changes in your learning environment.
References:
Robertson, A. (n.d.). Reclaim Your Time: 10 Time saving features every canvas LMS Educator should know. Instructure. http://nstructure.com/resources/blog/reclaim-your-time-10-time-saving-features-every-canvas-lms-educator-should-know
Hidden Treasure: Spotlight on Canvas Features. (2020, July 8). Digital Learning Blog. http://www.fgcu.edu/digitallearning/digital-learning-blog/2020-july-hidden-treasures
Unit 2-PLE Assignment: Learner Analysis Design Project
Part 1
e-learning environment: school and community demographics
N R Burger Middle School
Overview: N R Burger Middle School is a public school in Hattiesburg, Mississippi, that offers a gifted-and-talented program. It is one of 4 middle schools in the Hattiesburg Public School District.
Socioeconomic Status: N R Burger Middle School in Hattiesburg, Mississippi, has a predominantly black student body with smaller percentages of Hispanic, multiracial, and white students. A significant majority of students are from low-income families or are economically disadvantaged that as indicated by eligibility for free/reduced-price lunch programs (U.S. News & World Report).
Key Demographic Details:
Black/African American: 87%-97%
Hispanic: 9%-10%
Multiracial: 3%-4%
White: 1%-2%
Asian/Pacific Islander: 1%
Gender: 52% Female/48% Male
Teacher & Staff:
Students per teacher: 11:1
Students per counselor: 296:2
Nurse: Yes
Psychologist: None
Social Worker: None
Law enforcement officer: Yes
School Ratings:
5/10 Great School Rating
Great School Rating for this school is based on the following:
5/10 Student progress rating
5/10 Test score rating
EDU624- eLearning Design for the Diverse Learner
Unit 2 Assignment: Learner Analysis Design Project
Part 2
Learner Analysis worksheet
Demographic Characteristics
Students enrolled in the course are in grades 6 through 8.
Size of the target audience
Classes consist of 11 to 12 students per teacher
Are there any subgroups that may participate?
Online hybrid students
Age ranges
12-14 years
Educational/grade level, or academic program year. How long have they been out of an educational setting?
The program starts at the beginning of the new school year.
Gender breakdown
52% female/48% male
Cultural backgrounds
Black/African American: 87%-97%
Hispanic: 9%-10%
Multiracial: 3%-4%
Asian/Pacific Islanders: 1%
Primary language
English
Employment status
School-age students/unemployed
Socioeconomic status
A significant majority of students are from low-income families or are economically disadvantaged, as indicated by eligibility for free/reduced-price lunch programs.
Traditional/non-traditional/first generation learners?
Traditional learners
Geographic location(s)
Middle school located in the Hattiesburg Public School District
Internet connectivity?
Yes
Access to technology?
Yes
EDU624- e-Learning Design for the Diverse Learner
Unit 2 Assignment: Learner Analysis Design Project
Part 2
Persona Worksheet
Name: Niema Brackett
Age: 14
Grade: 8th
Interest: Art & Dance
Bio: Niema Brackett is an 8th-grade student who attends N.R. Burger Middle School in Hattiesburg, Mississippi. Niema is active in Dance and the Arts. She is an outgoing person who loves to laugh and spend time with friends. She loves meeting new people. Most of Niema’s extra time is spent making extra money braiding hair. Niema is in Ms. Dun’s fifth-period English class. Progress reports were sent out last week. Niema’s ELA grades have dropped from a high C average to a low D average since August. Niema will be placed in an extra support English Language Arts course until the completion of the school year.
Goals: Raise reading scores before the end of the school year. Increase daily reading.
Daily routines: Niema attends N.R. Burger school Monday through Friday from 8 am to 2:30 pm. She attends dance weekly on Tuesdays and Thursdays from 6-8 pm. Niema typically has braiding appointments once or twice a week.
Likes/Dislikes: Niema does not like reading. She finds it hard to finish chapter books. She has a problem with spelling and reading comprehension. She dislikes reading out loud in class.
Motivation: Niema hopes to be accepted into a Dance and performing arts summer program at the end of the school year. Students who are accepted into the program can have no lower than a B average in all academic subjects at the end of the school year.
EDU624-elearning Design for the Diverse learner
Unit 2 Assignment: Learner Analysis Design Project
Part 3
e-learning environment design description
The e-learning environment design will offer support to middle school students in grades 6th through 8th in English Language Arts. Learners who participate in the extra support course will have previously been identified as learners who scored low on the English and reading proficiency tests. In addition, learners are reading below their current grade level. I will use Canvas Learning Management System (LMS) to design my instructional environment. Canvas LMS offers a comprehensive set of features to support teaching and learning, including:
- Customizable course templates and modules.
- Multimedia content integration.
- Interactive learning activities and assessments.
- Collaborative tools.
- Mobile apps for iOS and Android devices.
Features in my instructional design include Personalized learning paths, social learning and collaboration areas, and skill-building applications.
Personalized learning paths: Personalized learning is an educational approach that aims to customize learning for each student’s strengths, needs, skills, and interests.
Understood (2024) lists five benefits of personalized learning:
- Clearer learning paths
- Student-centered individual and collective learning goals.
- Flexible, any-time learning experiences.
- Self-paced learning.
- Improved student outcomes.
My instructional design will support a group of diverse learners in English Language Arts who differ in test scores, reading levels, and comprehension skills. Each student enrolled in the course will have a detailed learner profile that includes records of strengths, interests, and aspirations.
Social learning and collaboration area: Social learning and collaboration among students encourage peer-based feedback through online forums, blogs, and team-based projects. My instructional unit will encourage student collaboration through discussion board assignments based on reading materials and group-based assignments.
Skill-building applications: Skill-building apps offer structured learning experiences to develop professional, creative, and personal capabilities, often using gamified learning. I will incorporate skill-building apps that support vocabulary and spelling. Lesson plans will include added skill-building lessons using gamification applications.
Learners will have access to the teacher’s instructions via video and the assignments board. I’m still researching additional resources to incorporate within my instructional environment.
Resource list:
Canvas LMS. (n.d.). Skill Q. http://skillq.com/canvas-lms/
Morin, A. (2024, July 12). Personalized Learning: What You Need To Know [Online forum post]. Understood. http://www.understood.org/en/articles/personalized-learning-what-you-need-to-know
Tate, K. (2025, April 1). The Benefits of Personalized Learning Environments. American Public University. http://www.apu.apus.edu/area-of-study/education//the-benefits-of-personlized-learning/
Unit 3 Assignment: Pitch Deck
PowerPoint presentation for Unit 3 Pitch deck.pptx
EDU624- eLearning Design for the Diverse Learner
Unit 5 Assignment: Audio and Video Content Creation
I chose Canva digital media for my instructional lesson. Canva was my first choice because it offers a user-friendly online graphic platform with features such as AI integrations, design tools, and real-time collaboration. Another reason for choosing Canva is that I previously subscribed to their service and am familiar with their tools. I chose to create an Audio instructional design because it was what I was most comfortable with. Using video and audio tools can be a great way for students to gain a deeper understanding of educational content. Educators have noted that video content not only caters to diverse learning styles but also enhances information retention by combining visuals, auditory cues, and interactive elements (Instructure).
My instruction unit is designed to provide additional support to students in grades 6-8 in English Language Arts. For my Unit 2 lesson, students will learn about Inference. I created an Audio instructional lesson for students using Canva.
Overview of Instructional lessons using Canva
The first part of my instructional lesson introduces learners to Inference by providing a brief question-and-answer description. In addition, it provided examples of inference and the core equation for deriving an inference. Example: Information+ what I already know= Inference
In the second part of my instructional unit, I provide learners with a YouTube video on inference. After viewing the video, students will participate in a group activity on Inference to provide extra practice of the skill. In the conclusion of my instructional lesson, I provided an overview of what was taught. Additionally, a vocabulary and spelling word list was provided, along with an individual class assignment.
Resources:
Alber, R. (2019, March 18). Using Video Content to Amplify Learning. edutopia. http://www.edutopia.org/articles/using-video-content-amplify-learning/
Harness The Power of Video to Enhance Your Teaching Materials. (n.d.). Instructure. http://www.instructure.com/resources/blog/harness-power-videos-enhance-your-teaching-materials?
Unit 5 Assignment: Audio and Video Content Creation/ Instructional video lesson
Canva.
Enhance Your Teaching Materials. (n.d.). Instructure. http://www.instructure.com/resources/blog/harness-power-videos-enhance-your-teaching-materials?
.EDU 624- eLearning Design for the Diverse Learner
Unit 6 Assignment: Designing a Game or Simulation for your eLearning Environment
Description of Digital Media
I initially chose Eduplay to create my digital media for my eLearning environment, but I had to change because most of the tools I needed were only available with their premium subscription. I switched to Educandy because they offer many of the same tools as Eduplay at a lower subscription price. Eduplay is a user-friendly, free, and paid online platform and app. It allows teachers to create, share, and play interactive, educational games such as word searches, crosswords, and quizzes.
I created a game-based media content for 6th-grade students in the English Language Arts extra support class using Educandy. The Legends of Learning blog lists 7 advantages of game-based learning listed below.
- Game-based learning increases engagement and enjoyment.
- Game-based learning enables a safe environment for failure.
- Game-based learning enables immediate feedback.
- Game-based learning improves problem-solving skills.
- Game-based learning enhances memory retention.
- Game-based learning promotes active participation.
- Game-based learning is an amazing tool to raise test scores.
My eLearning environment is an extra support course for students in grades 6 through 8 who scored low on the English proficiency exam and are reading below their current grade level. Students will be learning about Plot Structure/Plot Diagram in the unit. I created a multiple-choice and matching game using vocabulary terms pertaining to plot structure, such as falling action, rising action, climax, and resolution. The use of matching and multiple games promotes memory retention in the subject and prepares students for testing at the end of the unit. I also created a word search and a spelling game using vocabulary terms related to plot structure. The spelling and matching games provide extra practice and prepare students for their weekly spelling exam. I like using Educandy media tools because I can create games that promote memory retention and skill development in the subject area. These tools are beneficial for students who struggle in English and Reading because they provide the extra practice needed to achieve proficiency in these subject areas.
Resources:
Nguyen, H. (2021, March 26). How to use Gameplay to Enhance Classroom Learning. Edutopia. http://www.edutopia.org/article/how-use-gameplay-enhance-classroom-learning/
Teaching Strategies: 7 Advantages of Game-Based Learning. (n.d.). Legends of Learning. http://www.legendoflearning.com/blog/7-advantages-of-game-based-learning-strategies/
ELA media content from Educandy
https://www.educandy.com/site/resource.php?activity-code=1466a8
https://www.educandy.com/site/resource.php?activity-code=1467d0
https://www.educandy.com/site/resource.php?activity-code=1467b7
https://www.educandy.com/site/resource.php?activity-code=1467cb
Unit 7 Assignment: Putting it All Together
English Language Arts eLearning environment
What we should be looking for in this eLearning environment
My eLearning course is designed to provide extra support in English Language Arts for middle school students in grades 6-8. Students enrolled in this course scored low on the English proficiency exam. In addition, students enrolled in this course are reading at a lower level than their current grade. In this course, you can find resources that promote skill-building, learning retention, and proficiency within the subject area. The course includes five-unit modules listed below.
- Module/Unit 1: Persuasive writing/ The writing process
- Module/Unit 2: Inference
- Module/Unit 3: Plot structure
- Module/ Unit 4: Text structure
- Module/Unit 5: Figurative Language
Each course module includes an instructional lesson on the subject, featuring YouTube teaching videos and written instructions. In addition, students are assigned skill-building coursework, weekly reading material, and a vocabulary and spelling term list. Students are given a weekly quiz to assess proficiency in the subject.
Additional resources in the English Language Arts course include:
- Reading Lab for extra reading practice via the Epic digital library.
- Spelling and Vocabulary extra practice via spellingtraining.com and vocabulary.com
- EduCady game-based learning activities.
- A section for extra skill practice that provides game-based activities.
I incorporated examples of the personas developed in the unit into my eLearning environment by adding a personalized learning section for each learner. In this area, I assigned additional assignments to address learners’ weakest ELA areas.
Ring Central Pulse lists 6 benefits of personalized learning:
- Personalized learning moves students along at their own pace.
- Personalized learning allows students to take initiative over their own education.
- Personalized learning gives students tech skills.
- Personalized learning helps students learn from each other.
- Personalized learning sidesteps the problem with standardized tests.
- Personalized learning prepares students for the new economy.
A test on units 1-5 is provided to test learners’ proficiency in the course. One thing I have learned through the process of developing my eLearning environment is that a fully functioning, beneficial learning environment for each unique learner requires constant improvement. If I created another eLearning environment, I would incorporate more learning activities and a variety of assessment methods.
Resources:
Kapoor, D. (2023, August 31). Creating Effective Learning Environments. Teacher. http://www.teachermagazine.com/in-en/creating-effective-learning-environments
O’Rourke, S. (n.d.). Benefits of Personalized Learning. Ring Central Pulse. http://www.ringcentral.com/us/en/blog/benefits-personalized-learning/
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