Directions are a “HOW-TO” to reach a goal. Nothing more.

I.e. The actual steps. The actions, behaviors, and anything that moves a learner toward a finished artifact.

The rubric, by definition, is the evaluation criteria. It is not the how-to complete the task.

Therefore, while they are related to the success of the students’ work, they should remain separate. They balance one another, but are not equivalent.

The successful production of the artifact hinges on the rubric and the directions matching and balancing one another.

Keep these Directions and the Rubric/Evaluation criteria separate; however, connect them by using the consistent language: the directions should mention anything that will appear as a criterion, and the criteria should pull from the steps that students should complete.

Name the precise object, behavior, or witnessable item that will be the end product or artifact.

This end-product is the definition of success.

The explanation could include a depiction or infographic of exactly what the product outcome should be, look like, or do.

The essential tool to nail down learner buy-in for any task/assignment: Unquestionable justification regarding alignment and authenticity.

Explicitly justify the experience of the assessment: Why should a learner care? Will it help them in the class, can they use it beyond the class, does it satisfy an objective. Don't skimp here, but be concise and clear.

Resources, Equipment, & Supplies.

Provide information that prepares the learner. If they need supplies or equipment in order to achieve the task, tell them up front. It's frustrating to motivation, focus, and successful completion to have to interrupt one's work when forced to stop in order to find the resources to just get it done.

If you can't possibly estimate all of the resources, then make it an explicit step in the directions for the learner to look ahead and make a list of possible resources and supplies they will need.

Directions do not always depend on numbered steps or enforce a linear progression, but they should cover every contributing aspect that requires guidance to producing a successful artifact.

This could include:
+ subsections, such as the how-tos for group formation, or drafts.
+ how to gather resources/materials
+ how-tos for anything required to achieve incremental goals by deadlines.
+ steps for any contributing components in a complex artifact.

As much as possible, separate the steps that are linked to the content of the product from the logistics of its format. For instance, an assignment may need the product to be an annotated bibliographic entry for a scientific article that is in a shared Google Document.

Content steps could include:
Choose a topic,
Locate a precise journal in the field
Identify and read a relevant article,
Contact a librarian with any difficulties,
Review APA resources to construct an Annotated Bibliography entry
Draft the entry
Compare it to the APA resources
Revise the Annotated Bibliography entry.

Format steps could include:
+Use the APA resources as a checklist for precise format guidelines.
In the shared document:
+ alphabetize relative to other entries;
+ match the formatting consistently with the other entries
+review the font and formatting relative to APA guidelines before assuming the document is correct

Technology steps could include:
+ Login to [location]
+ Access the Shared document "[Title]"
+ Type your draft and revise directly in the document, or copy and paste from work you have done in another location.

Refer to any additional direction formats, whether replacement, complementary, or supplemental. e.g. a complementary format: offer a video for more information on accessing and using the shared document.

The Perception Check (Adler & Proctor, Looking Out, Looking In):
What is at stake for a learner is more important than what is at stake for an instructor. Equal access to the opportunity to fail or succeed depends very much on access to clear instructions about that success and how it relates to future success in real situations beyond the course.

The perception check is an exercise in empathy. Returning to an experience with failure in understanding someone's directions led to a major consequence.

What directions communicate about the author = the ability to visualize the procedure in great detail and to capture that awareness for others' success. Check your ability to put yourself in the place of the reader, the person trying to use your instructions.

Clear, simple writing/images;
Check jargon: topic-specific, prior knowledge;
Length of sentences/paragraphs detailing steps;
Aural explanations: Enunciation, volume, pace;
Visual: definition/graininess, color, "busyness".

Complex tasks, (i.e. those with multiple interrelated parts) demand the simplest instructions.

A fine line to walk here: Behind the scenes the author must have a thorough understanding the procedure in all its technical detail, but also promote the learner's needs for how to succeed.

Balance an evaluation of the amount of detail required with what is necessary for the outcome.

Strategies: Chunk:
Try to be direct about relationship between content-to-task.

Especially for complex items, provide small parts that can relate relevant content immediately with enough time to change as the class adds more information.

Separate the instructions for using technology from the tasks of the assignment.

Instead of listing the full directions for an assignment in the description area, give a brief overview of the learning objective and procedural directions for how to submit the assignment.

The point of offering clear directions with an eye to learner success is NOT to make everyone have to view every representation of the directions, but to have all of the information available in formats anyone can access. i.e. learner-driven choice for success.

This is the foundation to pre-emptive accessibility, which has not only learner success components, but also legal ramifications.

The presentation of the precise how-tos for completing a task or assignment in different formats.

The ultimate issue is the fact that a replacement representation of the directions promotes the needs of the learner above the instructor comfort level. Replacements always provide the exact same information as the original set of directions, only in a different format. You are accommodating logistics, not the content of the communication.

“Complementary Formats,” which “fill out” the fact that directions are nothing more than precise how-tos to complete tasks and assignments, and these items provides more, clarifying information. It takes up student questions that check for understanding.

Example: Directions say to form a group with no fewer than 3 members and no more than 5.

Complementary directions offer strategies, such as role assignments; methods to use for communicating, etc. These would not be mandatory instructions, but are still proposing how-tos for success.

One instructor uses a podcast deployed at key points in the development of an assignment. They 1) keep students on task; 2) address questions for everyone to hear; 3) can be accessibly transcribed; 4) are a good substitute for what a teacher does in a traditional classroom.

These are the models, examples, and additional resources that allow learners to

Supplementals are not something that every student requires, nor should they be required of every student.

Models/Examples =view both good and bad products that represent a completed outcome if the directions are/are not followed.
Example: Use the sample products to capture class notes, as activity launchers, etc. (Sneha's student podcasts/Sarah's game cards)

Additional Resources:
example: For products that require using new technology, this would include support numbers, help, and access to FAQ.

After the clarity of the directions have been established, the key to ensuring clarity and accessibility with varying formats is to start small.

Try one new media to provide either replacement, complementary, or supplemental directions.
Then use that mode a couple of times with other assignments.

Examples:
+ Use an infographic template and replace as much wording with pictures and displaying relationships as possible.
+ Record a short audio track of an example you would give in a synchronous experience.
+Take snapshots or a screen shot of an example, and do a markup in PPT or other program to point out key components, good and bad pieces, etc.