Ginny Cronin EDTECH 503 (Fall 2011) Instructional Design Project Submitted to: Dr.

Yu-hui Ching December 8, 2011

Project Title: Instructing Parents through a Program Website

Table of Contents Synthesis Reflection Paper...3 Part 1: Topic6 Part 1a: Goal.6 Part 1b: Audience.7 Part 1c: Relevance ..7 Part 2: Analysis Report ....8 Part 2 a: Description of Need .8 Part 2 a1 Needs Analysis.8 Part 2a .2 Survey Results9 Part 2b. Description of the Learning Context.10 Part 2b.1: Learning Context10 Part 2b.2: Transfer Context.11 Part 2c.: Description of the Learners12 Part 2d: Learning Task Analysis...12 Learning Task Analysis Table..13 Part 3. Planning....14 Part 3a. Learning Objectives List.14 Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessments..14 Part 3c. ARCS Table.15 Part 4: Instructor Guide...19 Part 5: Learner Content......23 Part 5a. Learning materials..23

Part 5b. Formative and/or Summative Assessment materials ..23 Part 5c. Technology Tool Justification25 Part 6. Formative Evaluation Plan.26 Part 6a. Expert Review..26 Part 6c. One-on-one Evaluation .26 Part 6c. Small Group Evaluation 27 Part 6d. Field Trial.28 Part 7. Formative Evaluation Report.29 Part 7a. Evaluation Survey or Rubric 29 Part 7b. Report the results of the expert review29 Part 7c. Comments on Change30 Part 8. AECT Standards Grid...31

Synthesis Reflection Paper Instructional design can be likened to an expedition. An expedition is a lot of work. It requires a great deal of planning and the collection of a variety of supplies and materials. Some of these the expedition leader later finds unnecessary. However, an expedition is a process and a journey. Along the way, members of the expedition find the are lacking particular skills or supplies. They are sometimes required to backtrack and reconfigure their journey. A journey of difficulty, switchbacks, effort and intricate planning results in the achievement of the primary goal and the delight that comes with the job well done.

Instructional design that has been carefully created has the same impact as an expedition well-planned: the traveler arrives safely and happily at the destination. Both jobs, instructional design and the planning of an expedition must take into consideration the context, the goals of the stakeholders, the available tools, and the needs and abilities of those completing the journey. Both tasks require careful attention to feedback provided in the formative and summative stages. Adjustments and realignments are to be expected and addressed in a timely manner. To achieve success, both the goals of those on the journey and the realities of the journey must be melded into one synergistic whole. Reflection on Things Learned Through this course I have learned a great deal. First, I learned the significant difference between the creation of instructional materials that I myself might be using, and instructional design of a process and materials that may never involve my

instruction. I used to think that this was a process I would enjoy, and I even set becoming and instructional designers one of my goals. For me, leaving out the instructional component is not life-giving. This was a major insight for me.

I found it was difficult to quantify or access quantifiable data on the questions I had during my needs analysis. With a small busy group of parents, there is little motivation to participate in my survey. I suspect this is common in many instructional design products. I wonder how many products are less successful because of poor data at the front end.

I discovered that I'm a very linear thinker, in spite of the fact that I'm highly creative. While I didn't mind writing objectives, I struggled with understanding the value of the learning task analysis flowchart. However, during the revision of the flowchart, I came to see how nonlinear thinkers might view the design I was creating. The flowchart helped me to see another way of processing the information for a varied audience.

While creating the website and the instructional videos embedded within it, I followed in large measure the needs of the program. When revisiting my instructional design project I realized that many of my objectives were not easily achieved based on the design of the website. Pages needed to be moved, guidance needed to be added, visual input needed to be simplified, topics that seemed obvious needed to be clarified. The list of objectives was helpful.

Design Work in Future Professional Work I have no doubt that I will use the learning provided through this instructional design course in my future work as an instructor and program designer. The careful and systematic approach will enhance my organic, responsive, creative approach to instruction. It is already informing the manner in which I designed the program, and the processes within the program even though many may not consider these instructional topics. I strongly doubt that I will ever enter the field of instructional design. When beginning this educational technology program I suspected that that would be my end goal. I look forward to the development of technical skills which would allow me to create materials. This appeal to my creative side. However, the level of detail and systematic thought demanded outside of the context of working with actual students did not appeal to me. I'm now very grateful for those who choose this field and do it well, but it is not for me. Although this is a change of focus, it does not sadden me. Rather, it frees me to move on to many other topics of interest within educational technology.

Part 1: Topic

Part 1a: Goal

Through a program website, parents will locate the information necessary to evaluate and access the program and access timely information, digital communications and forms for full participation in the program.

Part 1b: Audience

My targeted learners are parents of students within the a newly formed parentpartnership program. The program is an alternative school program which serves families who traditionally homeschool their children. In this program, the students are enrolled as alternative school students and certified teachers become responsible for their learning plans, while parents provide a large portion of the education at home. The program provides enrichment and academic classes as components of each students learning plan. The instruction for this project is not time-limited. Rather, the instruction is designed to be freestanding and available to each parent who considers our program and thereby accesses the website. My expectation is that parents will visit the website on several occasions as they delve more deeply into the offerings of the program, join the program, and continue to participate in the program.

Part 1c: Rationale

There is a significant need within the program where I teach for the sharing of relevant information in a timely manner. Those seeking the information cannot generally access a bricks and mortar building because we are temporary guests in a building on a 2-day per week basis. While some of our parents are familiar with this type of program, others are brand new. There are many requirements and regulations that need to be understood and followed for our program to remain legal. Some of our families have significant familiarity with technology and other have little experience. We needed to find a way to help each group access the information and materials they needed in a timely

manner.

The type of learning in this project is supplantive and highly directive. This ID project does not ask learners to construct their own knowledge in any way, but rather to complete necessary task in a predetermined method.

The major instructional strategy will be procedural Parents will learn specific skills and follow them directly to complete a pre-determined task. Still, my goal includes helping parents learn to access information, even when they don't know that they need the information; and even when they are not sure how to access the information. This will require that they chose, analyze and apply their learning, but on a very limited basis. I want them to learn the process of exploring a website on a regular basis to find answers to their questions, until it becomes automatic and natural for them.

Part 2. Analysis Report

Part 2a: Description of Need

Part 2a.1 Needs analysis

A needs analysis survey was created through SurveyMonkey and posted online for parents to complete. Parents were informed of the availability of the survey through word-of-mouth, announcement and a weekly bulletin. The survey asked questions about the availability and reliability of online services; the comfort level of parents in completing a variety of technical tasks; frequency of internet usage; program content
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information, and specific desires for information. 13 parents responded in the short time that the survey was available. I am concerned that the data is not representative of our parent group because the survey was optional, and was therefore likely to be answered by those who most frequently accessed the internet and were most comfortable doing so. Part 2a.2 Survey Results

The results of the survey indicate that parents are generally comfortable with accessing information through websites and are willing to do so. Most of them find a website to be the most convenient and least intrusive way to receive the information they need. A few parents, who I believe represent a greater number than the data would suggest, are more comfortable with scrolling than with

navigating menus. A small but significant minority had only spotty access or no access to high speed internet, as demonstrated by the chart to the left. Their needs for very specific program information were paramount. Information such as registration procedures, class schedules and descriptions, and event registrations were more important to parents than the type of community building that a website could offer. There was less interest in curriculum reviews, a student showcase,
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or a photo gallery. They were, as a group, more comfortable with the skills required for retrieving information from a website, and using e-mail than those required for providing information through a website, or retrieving very specific information, as indicated by the graph to the right.

Part 2b. Description of the Learning Context

Some parents in our program have requested a website and that specific information be made readily available on it. The parents who joined our new program have often been dissatisfied with programs of the past, have become distrustful of the information provided to them by formal educators, or are frustrated by a lack of clarity. The goal of this instructional design project will be to help them learn the skills and information they need to access the program in a way that is beneficial to their students and feels trustworthy and authentic to them. Others have complained that they are not receiving regular phone calls and emails with all the latest information. Most families have transitioned to our program for its innovation and support of alternative learning. However, many of them have grown accustomed to some of the services provided by a previous program which supplied each family with a mailbox, weekly paper bulletins, and monthly phone calls. Shifting the parents from the roll of passive recipient to active gatherer of information will be a challenge in this design project. In our present context, there is no steady location. We are, in fact, a web-based program which uses a rented building two days per week but does not have a single standing office anywhere. This project must be very paperless and very portable.

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Part 2b.1: Learning context

Access to the program information must be steadily available because families may only have intermittent access to the internet. Some access it only from the library. Most however, have regular internet and access it at least once each day with computers that are 2+ years old. They consider themselves to have moderate technology skills in general, but a significant sub-group have very spotty technology skills and require a bit of hand-holding and instruction. We are a technology poor program due to space constraints. The only room that our present location will allow us to keep locked in off hours can only house 6 desktop computers and a very old printer. We have asked students and families who own laptops to bring them and use them in classes and are hooping for laptops at some time in the future. Unfortunately, there is not a location for families to get online and access information while they are in our building. We have 100 students from 42 families. We have 2 certified teachers and community tutors who are not certified who teach a wide variety of enrichment classes from martial arts to ballet, from piano to pottery. We oversee the creation and learning progress of each child in each subject area and guide parents in the selection and use of curriculum, differentiation and instructional strategies. Our time with parents is not really available for disseminating the kind of information that is needed on the website.

Part 2b.2: Transfer Context

Most of the learning context is consistent. Parents will be accessing information and using it at the point of access. Occasionally, parents may be accessing the information on a friends computer, when introducing a friend to our program, however.

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Part 2c. Description of the Learners

The parents in our program, the learners, generally have a high-school education or above. Many of our parents are college educated and several hold advanced degrees. Most are full time-stay at home parents and most are moms. However, we also have several dads who are the primary instructors in their home schools. Most of our parents have been homeschooling for many years and are confident in their abilities but some parents are new to homeschooling or are lacking in confidence and require significant support. 25% of our parents are homeschooling because one or more of their children have learning, psychological or health challenges. 14% of our families have adopted children, most of whom have special needs. These parents have very full lives and modest resources. They tend to be very dedicated, self-directed and conscientious. About 75% live in rural areas.

Part 2d. Learning task analysis

This chart covers the beginning of my project, as suggested by my instructor. Though I intend to build a comprehensive website, I was encouraged to focus this part of the assignment on a portion of that task.

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Learning task analysis: Table

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Part 3. Planning
Part 3a. Learning Objectives (list)

1. Given access to the website and an instructional video, parents will be able to: a. Locate important information regarding, which rules govern parent partnership programs. b. Locate information regarding the benefits and responsibilities of participating in a parent partnership program. c. Identify and access a main page d. Identify and access a drop down menu. e. Utilize a Google map and live links to access program location and directions. f. Download and print hard copies of enrollment forms. g. Fill out and submit comment forms on to ask questions or provide information. h. Digitally complete and submit registration forms to register for events.

Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessments.

Learning Objectives 1.a

Blooms Taxonomy Classification Application

Format of Assessment Performance

Description of test form Observed outcome/ Mastery criterion Observed outcome/ Mastery criterion Observed outcome/ Mastery

Sample Assessment items Open the page and identify which rules govern the program. Open the page and identify the location of parent responsibilities Identify the main tabs and the drop down menus

1.b

Application

Performance

1.c

Application

Performance

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1.d

Application

Performance

1.e

Application

Performance

criterion Observed outcome/ Mastery criterion Observation of performance

Identify the drop down menus

1.f

Application

Performance

1.i 1.j

Application Application

Performance Performance

Presentation to staff of printed forms Receipt of comment form Receipt of registration information

Click on location drop down menu and identify link and map to location. Download and print linked document Enter and submit question Digitally complete and submit registration form for events

Part 3c. ARCS Table

Attention

A.1 Perceptual Arousal Ask parents how they would feel about using a website as a primary means of program communication. Ask parents what kinds of information they found difficult locating in other programs. A.2 Inquiry Arousal Ask parents what kinds of topics they would like to see posted on a program

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website. Create opportunities for ongoing conversations about what parents are looking for on the website. A.3 Variability Provide a variety of ways to access information: such as links from a homepage, drop-down menus, embedded videos and introduction of new topics on the homepage before moving them to a topic specific page.

Relevance

R.1 Goal Orientation Provide a survey to discover the needs and abilities of the target audience. Maintain a schedule of informal and formal conversations with families to capture their interests, needs and frustrations. R.2 Motivation Matching Provide a forum or other tools by which parents can communicate questions, answers and support to peers Provide information for new and inexperienced parents as well as seasoned parents. Provide a regular update of information and new material on the website to maintain interest.

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R.3 Familiarity Connect content to the real-life experiences of families and their specific needs. Mention resources provided by families as well as events and opportunities which families might find helpful.

Confidence

C.1 Learning Requirements Parents must have regular access to a computer. Parents must understand that accessing the webpage on a regular basis is essential to participation in the program. C.2 Success Opportunities Parents will experience success in completing tasks available only on the website. Parents will gain fluency in navigating the website as they successfully register for necessary events and classes. Parents will have opportunities to share their successes with their peers through a parent input blog. C.3 Personal Control On several pages parents will have different methods by which they can access necessary information. For more complicated technical tasks, parents will be able to select from simpler or more complex instructions.

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Satisfaction

S.1 Natural Consequences Parents will find their access to events and preferred classes dependent upon their consistency in accessing the website. Parents will find that accessing the website on a regular basis provides them with new online tools, information, and educationally relevant links and embedded media. S.2 Positive Consequences Parents will receive positive feedback from staff and other parents for their awareness and participation in events and necessary paperwork. Parents will be afforded opportunities to provide significant feedback and input and the program through the website. Parents will find an opportunity to post samples of their students work as they visit the website on a regular basis. S.3 Equity All parents will have the same access information, at the same time and in the same manner. They will not be dependent on informal or formal conversations and meetings which they may or may not have access to.

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Part 4: Instructor Guide

Introduction

Gain Attention: When first introducing parents to the program, direct their attention to the website by providing its address and a summary of the information they will be able to find there. Set a date by which you meet with families to discuss their understanding of the information and any further questions they might have. Inform Learners of Purpose: During the intake interview, informed parents that they are enrolling in a paperless program and walk them carefully through the places on the website where they will find the most important information they need to participate fully. Stimulate Learners Attention/Motivation Inform parents that information on the website is updated on an almost daily basis. Remind them that they may miss out on important or exciting information and opportunities if they fail to check the website on an almost daily basis. Provide examples of occasions in which this is happened in the past. Ask the parents if there's anything in particular they would like to find regularly on the website to encourage their ownership and participation in the project.

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Preview the Learning Activity Show the parents four main ways they will be providing communication back to the program through the website: parent blog, comment forms, surveys and the contact page. Identify the three main ways they will access information about the program: the homepage, the weekly bulletin, and the main and drop-down menus.

Body

Stimulate Recall and Prior Knowledge Ask parents to provide information about the ways that they both provided and received information from other programs in the past. Explain why many of those methods are unavailable to our program and how those information needs will be met by the website. Ask parents to recall occasions when they were frustrated by their lack of access to appropriate information in previous programs. Remind them of the different pages on the website which will provide them with that information on a 24/7 basis. Present Information and Examples Either in person or through an instructional video, guide the parent to access the website and prompt them to find specific information. Provide scaffolding by reminding them of the different ways in which information is organized. After accessing multiple pieces of information, prompt parents to identify where to provide a comment in a blog, where to download a document, and where to upload a file.

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Focus Attention Remind parents that they need to focus on both the main menu as well as the dropdown menus. Point out how easy it is to see the drop-down menu and presume the main menu is no longer accessible. Direct their attention back to the contact page, reminding them to ask questions directly through e-mail anytime they are confused. Prompt Use of Learning Strategies After providing guidance either in person or through an instructional video ask the parent to provide a single comment in a blog, downloaded document, and upload a file. Provide For and Guide Practice Provide smaller and more specific instruction through online instructional videos on the pages at point of need for the various tasks parents need to complete on the website. Provide a comment near the video on the website reminding parents to visit the computer lab for additional support. Provide Feedback The success or failure of the given task will provide naturally occurring feedback. The task will either be successfully completed thereby providing the parent with positive feedback, or the task will be incomplete providing the parent with the feedback necessary to seek further support.

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Conclusion

Summarize and Review Review with parents the information available, the tasks required and the need for regular access of the website. . Transfer Learning After several opportunities to interact successfully with the website, parents should be able to complete highly similar tasks on the website as well as access other websites more effectively. Re-motivate and Closure Homeschooling parents appreciate when their time is not wasted and the time invested in an activity pays off. Ensure parents that the website will be updated regularly so that they will often find new information from day to day, rewarding their consistency. Assess Learning Assessment will occur during initial instruction through observation and on an ongoing basis through review of blog comments, survey results, observation of rates of parent task-completion and through regular informal conversations. Provide Feedback and Remediation Parents will receive feedback and remediation in the form of prompt email responses to questions or comments, phone calls when necessary and appreciation from staff for the completion of necessary tasks.

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Part 5: Learner Content

Part 5a. Learning materials

The learning materials for this project consist of the website and the instructional videos contained within it. The website used for this project can be found at: http://eastvalleyhomelinknorth.weebly.com/

Part 5b. Formative and/or Summative Assessment materials Formative assessment will occur on an ongoing basis as new parents join the program and we observe them using the materials. Formative assessment will also take place through informal interviews with families during the course of program activities. We have regular lease scheduled meetings one-on-one with families as walls an informal gathering once a week during which families ask questions and provide feedback. Significant formative assessment is provided by the questions that come up during these informal settings.

Summative assessment takes place at the end of an instructional period. Summative assessment will take place by the observation of parents completing the necessary tasks to participate in the program. The summative tasks are relevant and authentic. The questions that we will be asking of parents are listed in the table below.

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Formative a. Locate important information regarding, which rules govern parent partnership programs. b. Locate information regarding the benefits and responsibilities of participating in a parent partnership program. c. Identify and access a main page d. Identify and access a drop down menu. Were you able to find information about the rules that govern these programs? Do you have any questions about these? What do you understand about the responsibilities that families have when participating in our program?

Summative Could you please show this new family how to find information about the rules that govern our partnership programs and the responsibilities that parents have within this program?

Were you able to find and access our main page? Are you having any trouble with the website? While directing the family to the open webpage: Can you show me the main menus and the drop-down menus? How did you find us?

e. Utilize a Google map and live links to access program location and directions. f. Download and print hard copies of enrollment forms. g. Fill out and submit comment forms on to ask questions or provide information. h. Digitally complete and submit registration forms to register for events

Did you have any trouble locating our program?

Do you know how to access the enrollment form?

Do you have the enrollment forms to hand in? Were you able to find where Look online to find out if to ask questions or submit the family has asked the comments? question or provided information through a comment form. Do you have any questions Look online to find out if about how to register for field the family has registered trips? successfully for field trip.

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Part 5c. Technology Tool Justification Our parent partnership program is a paperless program for the most part. We are located in a church building for three days per week, in which we must remove all of our supplies at the end of each day. Consequently we have no on-site files, bulletin boards, or mailboxes for families. Consequently, we've designed our program to be as paperless as possible for the time being. Parents are informed during your initial interview that this is the way our program runs in that communication is dependent upon them accessing the website on a regular basis. The website is our main point of communication for all families, sometimes supplemented with a phone call which goes out to every program member approximately once a month if a topic is urgent. E-mail is also used.

The following technology tools are used: The Internet Weebly.com The internet provides an always on 24/7 presence for our program this site hosts our website at a low cost. It requires no HTML coding knowledge to maintain. This makes it ideal when several staff members need to update the website or maintain classroom web pages. This tool allows the creation of instructional videos posted on our website. Families are required to own a computer to participate in the program. Students in seventh and 12th grade are encouraged to purchase a laptop, but are not required to do so. Families are required to access the Internet regularly, and almost all do so from their homes although some use dial-up. Families must print out forms needed for our program at home, or they may come into our computer lab and do so during school hours.

Camtasia Studio: Family computer:

Internet access: Printer:

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Part 6. Formative Evaluation Plan Part 6a. Expert Review

Mrs. Jennifer Wheeler has been selected as the expert reviewer for this project. She is an administrator and website designer for a similar parent partnership program. She currently teaches for The Parent Partnership Program: TEC in the Spokane School District, in Washington and previously taught for the Mead Parent Partnership program, also in Washington, for whom she designed a website. She is interested in the effective use of technology in education, especially alternative education. Mrs. Wheeler will review the website design and the website by December 1, 2011. Questions for Mrs. Wheeler, content expert: Is the design of this website appropriate for the varied population of families that access parent partnership programs? Is the layout intuitive and easy to follow? Are the instructional videos easy to use and follow? Are the components necessary for parents available on this website? Will this website motivate parents to access it on a regular basis? Part 6b. One-to-One Evaluation

Two parents from the parent-partnership program will be interviewed about their use of the website. They will be asked to complete several targeted tasks, while explaining their thought process. Observation of their completion of tasks, and the steps they take to do so will provide information on the ease and intuitive nature of the website. The feedback that parents provide both as self-reflection previous to, and during the

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activities, will be recorded to help the designer identify potential snags and needs of redesign. Questions for parents: Are you able to easily access the website? Can you find the information you need easily? Do you think you might miss important information from the website? Are you able to register for events on the website? Are you able to download documents? Are you able to upload documents?

Part 6c. Small Group Evaluation

Four individuals who serve as both parents and instructors at the school will be asked to evaluate the website and provide feedback from the point of view of both a parent seeking to access information and a teacher attempting to provide information.

Small Group Questions: Was the website easy to navigate? Do you see any areas where parents might have problems? Did you have any trouble uploading or downloading files? Did you find the instructional videos helpful? Do you think parents will be motivated to visit the website often enough to stay informed? Do you feel that you could easily add information to the website?
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Could you help another parent to use the website?

Part 6d. Field trial

A group of eight parents will be asked to explore the website and then report back for an interview regarding their use of the website. These parents will include those who are high users and low users of the internet as well as those who are fluent with technology and those who are not. Because few parents are likely to agree to having their skills evaluated in a group, we will rely on self-report. We will ask both skill questions and attitude questions to ascertain both their ability and their emotional response to the process. The designer will not be present as families access the website in the real-life setting at home, through their own internet provider. Questions for Parents: Which parts of the website do you find easy to navigate? What information was difficult to find? Were you able to upload and download files? Did you access the instructional videos? Did you miss any important information on the website? What could we put on the website to motivate you to visit it more often? Do you have any input about what would make this website more effective for you? Is there anything, in addition to the website, that a paperless school can provide to help you access this information?

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Did you find the website enjoyable, functional, frustrating, boring, interesting, other?

Part 7. Formative Evaluation Report Part 7a. Evaluation Survey or Rubric A survey for parents is available on the website at
http://eastvalleyhomelinknorth.weebly.com/how-is-the-website-working.html

Part 7b. Report the results of the expert review

Responses from Mrs. Wheeler, content expert: Is the design of this website appropriate for the varied population of families that access parent partnership programs? Families in partnership programs are looking for a wide variety on information. The information section springs into action as the drop down menu slides into place. Here parents can find information to support students with learning challenges, college bound kids and a well vetted list of resources. Is the layout intuitive and easy to follow? Created in the quick look information style, the front page of this website provides one stop surfing for families that need streamlined access to information. Are the instructional videos easy to use and follow? Each instructional video has a clear introduction, demonstrations that are easy to follow and a conclusion that restates the learning. Are the components necessary for parents available on this website? Parents need information delivered in a user friendly format to support the needs

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of their children. The variety and scope of links on this site amply constructs meaningful paths to learning success Will this website motivate parents to access it on a regular basis? Parents will return to the blog for updates and will seek out activities listed in the calendar. Forms will be at their fingertips. What parent can resist returning to the site with the grandparents to view photos of their little darling in the gallery?

Part 7c. Comments on Change I needed to change many details about my design based on feedback during several formative interviews with parents. Many parents did not access the webpage, and didnt even know what they had been missing. During our individualized meetings with parents every month the staff is decided to encourage them on a monthly basis to access the website and to emphasize the ports of accessing the website. Other families indicated that the website had too much information as they found it overwhelming. Because of this feedback, we limited the information on the homepage by creating a link to a weekly bulletin. Formative assessment data suggest the parents are very happy with this change. As this is a new and growing program the website has been developing organically in response to the needs of the program and families. It is clear to me that in a short period of time the website will need to be redesigned this page is specifically designed for new families or potential families, and other pages designed for current families. This model is used by many schools and universities and would be beneficial for our website as well. In a feedback meeting the parent suggested that we provide weekly e-mails of the weekly

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bulletin and provide a bulletin board. Interviews with other similar parent partnership programs indicate that adding these methods of communication actually decrease parent awareness of program activities. Parents become dependent on the information coming to them, rather than taking responsibility to seek out the necessary information. One program director relayed that the more different ways she tried to provide information parents the lower her response rate became. I find this an interesting phenomenon, but intend to pay attention to the learning of other programs and not replicate their mistakes. Although talking with directors of other programs was not included in my formative assessment plan, it happened naturally I would include it in future plans. Part 8. AECT Standards Grid
ACET Standards Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics X X ID Project ID Project X X X X X X ID Project ID Project ID Project ID Project ID Project Selected Discussion Forums; ID Project Assignments meeting standard in whole or part

Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) X ID Project

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2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies

Reading Quiz; ID Projects

(all assignments)

Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations X ID Project X (all assignments)

Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management

Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning X X X ID Project ID Project

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