1 Analysis
Part 1: Project Scope
- Title: Whodunit?
- What is the scope of the project (lesson, module, course, program)? This will be a lesson, that is part of a crime scene investigation course in a fictional Forensic Science program at State University.
- What will you design, which part(s) do you intend to develop? I intend to develop a lesson designed to improve the quality of crime scene notes taken by students as part of a crime scene investigation course. The full course will be composed of this lesson (taking detailed crime scene notes) which will conclude with a formative assessment and a second lesson, summative assessment, where students will use their crime scene notes to solve a crime.
Part 2: Background
- Problem Statement/Identified Performance Gap: It is critical that individuals going into forensic science can take detailed crime scene notes that will support the prosecution as they work to ensure that the guilty individuals go to jail, while the innocent go free.
- Project Objectives (strategic/organizational): A part of a training program in Forensic Science at State University designed to improve the quality of graduates and help make this the preeminent forensic science program in the state.
- Target Audience: Students in the Forensic Science program at State University.
- Learning Objectives (participant): The students will be able to take detailed crime scene notes that will support video, photographs, and sketches of the crime scene to create a complete representation of the crime scene which would enable re-creation of the scene, if desired, and allow successful prosecution for the crime.
- Outcomes Assessment (measurement of strategic and learning objectives): In this scenario, participants will have the opportunity to get information from the officers at the crime scene and to take notes from that information and the crime scene photo. When they decide they have complete notes, learners will take a multiple choice test about the crime scene using only their notes. This is to simulate how they would answer questions while testifying in court.
Part 3: Design Approach
- Format: This course will be scenario-based, self-paced, online, asynchronous, and instructor-free.
- Explanation of Format Choice: The traditional lecture model leaves most students poorly prepared for taking the detailed crime scene notes necessary for the successful prosecution of criminals. So, Whodunit?, is designed to give students more practice without adding any responsibilities to already overloaded instructors. There are also insufficient funds for hiring another instructor.
- Flow/Sequence of Lesson/Module/Course/Program: The course will begin with a pre-test that has a performance task built-in. This will determine if the learner already has the necessary note-taking skills. Earning a 95% score on the quiz, will allow the participant to test out of the course. Learners who don’t pass the pre-test will be given review material, followed by another performance task and then a quiz. The performance task will consist of participants having the opportunity to get information from officers at the crime scene and to take notes based on that information and observations of the crime scene photo. When they decide they have complete notes, learners will take a multiple choice test about the crime scene using only their notes. After the second quiz, learners will be given access to a rubric so they can self-evaluate their crime scene notes. They will also be given access to a job aid that is editable so they can use it as template for taking crime scene notes to ensure critical details are not omitted.
- Technologies/Approaches: The course will be available through the free version of TalentLMS, or other webhost. A Dell XPS 15 9530 and an HP Z34c monitor will be used for instructional design. Freepik will be used to source media. Articulate Storyline will be used to create the lesson/course.
- Acquisition of Learner Needs/Interest Information: Surveys will be used to determine if learner needs are being met and the course is of interest to students.
- Team: A single individual who has subject matter expertise will be responsible for designing and developing the course, creating the media content and loading the course onto the web.
Part 4: Implementation
- Context (where, when, how): The initial launch will be for students enrolled during Fall term 2025 at State University.
- Approval/Organizational Buy-In: This project has been approved by the Molecular Biology Department, the Academic Affairs committee and the Faculty Senate. This Molecular Biology department is aware of and supportive of the course goals.
- Time/Budget Constraints: 300 hours have been allocated for the course development by the e-learning developer. The budget allows for one premium subscription for media resources.
- Resources Needed/Available: All software, physical resources and human resources have been approved and will be provided by the Molecular Biology Department in the College of Arts and Sciences at State University.
- Relevant Organizational Considerations: The course catalog description will be provided to the staff member in charge of the course catalog information.
- Technical Support Expectations/Plan: IT information will be provided for assistance in case of technical difficulties.