Part One: Artifact 1

Introduce Technology to Enhance 4th Grade Science

Instruction

Goal 1: Identify technology

resources to reinforce
curriculum.

Goal 2: Provide resources

that will further self
knowledge of technology.

Goal 3: Create 2 presentations

from Web 2.0 tools that
enhance current curriculum.

1.1 Provide
copy of current
curriculum

2.1 Research on own to

provide a tool that was not
provided

3.1 Provide proposal for

presentation

1.2 Take pre-assessment to

identify how much technology
is already used

2.2 Blog or Journal how

technology can be used more
and beneFit

3.2 Select tools

that will be used

1.3 Go through curriculum

activities to explore what
tools would beneFit
instruction most

2.3 Cite plan to stay on

top of current
technology and uses

3.3 Draft or Outline

presentation

2.4 Authenticate
subscription or verify
membership to magazine
or online publication

3.4 Submit for peer

critique and review

1.4 Select top 5

tools that add
value

3.5 Revise and

Finalize
presentation

Part Two: Artifact 2

Objective

Sub-Objective

Assessment or Strategy

1.1 Provide copy of current

Remembering &

curriculum

Understanding

1.2 Take pre-assessment to

Analyzing

1. Identify
Resources

identify how much technology is

already used

1.3 Go through curriculum

Analyzing, Evaluating,

activities to explore what tools

Understanding & Applying

would benefit instruction most

1.4 Select top 5 tools that add

Analyzing & Applying

value

Provide resources
that will further
self-knowledge of
technology.

2.1 Research on own to provide a

Evaluating

tool that was not provided

2.2 Blog or Journal how

Applying & Analyzing

technology can be used more and

benefit

2.3 Cite plan to stay on top of

Applying & Understanding

current technology and uses

2.4 Authenticate subscription or

Applying

verify membership to magazine or

online publication

Create 2
presentation

3.1 Provide proposal for

Creating, Analyzing,

presentation

Evaluating, &
Understanding

3.2 Select tools that will be used

Evaluating & Applying

3.3 Draft or Outline presentation

Creating, Remembering, &

Understanding

3.4 Submit for peer critique and

review

Evaluating & Analyzing

3.5 Revise and Finalize

Creating, Analyzing,

presentation

Remembering,
Understanding, Evaluating,
Applying

Part Three: Artifact 3

Introduction
Evaluating the course should be a part of the design process of the course. The data
used and information collected from evaluation aids us as designers to develop and boost
the effectiveness of the instruction as we go along. The plan for Group 7 is to strategically
places means of evaluation throughout our course design in order that we are able to gauge
and make revisions as needed based on the feedback we received. Our evaluation plan will
list the purpose, questions, strategy for formative and summative evaluation, the
methodology for collecting this information and the plan we will use to analyze this data
throughout and upon completion of the course. The feedback we garner from our course
evaluation will make certain that there is continuous improvement in our aim for the course
we build.
Purpose
The purpose of course evaluation is to help us as the designers of the instruction
remove or add to elements that may be present or missing from our instruction. Evaluation
also gives us the ability to assess if our audience and objectives have been correctly

identified and met. Be the response anonymous or from an identified participant each form
of criticism or advice received will allow us to offer actions that answer the observations
from the participants or others involved with the implementation of the course. Overall the
evaluation is a detrimental part that enables all components of our instruction to remain
viable where there is a need for its use. Additionally the evaluation and process allows our
content to prove itself credible and relevant based on the participants perception. It is not
up to us to solely evaluate our course on its on, however we must also look to the
contributions from others to help our course increase its value.
Evaluation Questions
The questions for evaluation will differ contingent on which sector in the course the
participant is utilizing. Since evaluation is a process the questions will be given through the
beginning, middle, end, and throughout the course. The evaluation will come in the form of
a pre, middle, and post assessment, and throughout the course participants will be asked
for their thoughts so far. This can be done via a journal or blog entry.
Pre-Assessment Course Questions:
1. Rate on a scale of 1-5 (1, not likely 5, very likely) how much you will use technology
in your current curriculum.
2. Provide any hindrances you may have to embracing new technology to enhance
instruction.
3. Rate yourself in regards to how well you use a computer (1, no knowledge 5, very
savvy)
4. Do you currently know of any websites that contribute to your subject area? If so
what are they?
5. Do you have any type of Social Media accounts?
6. Have you ever done any of the following;

a. Built a Wiki/website/coursesite
b. Shared a link via email
c. Uploaded a video to YouTube
d. Skyped for VideoChat
e. Blogged about anything
f.

Created an online presentation

g. Joined a forum board

h. Searched the World Wide Web
i.

Taken an Online Survey or Test

7. Do you have access to high-speed internet in your classroom or facility

8. Do your students have access? (if no, please explain)
This pre-assessment questionnaire will help us identify what prior knowledge and
experience our learners already have. Further if will help us identify if they have the
materials needed to succeed in this course. Ultimately it will help us identify if any
prerequisites should be listed for those that choose to participate in the course.
Once the students have gotten well underway with the course we will continue to
evaluate their growth and rate of learning by simply pausing to get some information about
their feeling in the course so far. The questions asked will be presented in another short
questionnaire.
Middle Assessment Questions:
1. Briefly describe your thoughts so far of this course.
2. Currently have you encountered any challenges?
3. Rate the ease of use for this course (1, no ease 5, much ease).
4. Have you done at least one thing online you had not done before this instruction thus
far?

5. Have you started to plan or made any thoughts towards your final presentation?
The middle assessment provides rich feedback in the mental state of the learners based on
their responses. It will help our group identified is anyone is bored with the course, if they
think it needs any added concentrations, or with question 2 we will be able to identify
potential problems that can be addressed before the conclusion of the course.
The post questions left for the end of the evaluation process are to be administered
at the conclusion of this design. We will elect to have a post evaluation to help tie up any
loose ends that are not easily identified as concerns in the beginning or middle of the
course. Sometimes it is not found that something did not work until the end and a
participant has run through the entire course. We will also give the post assessment after
the final projects are rendered as most students have had time to reflect on the course in its
entirety after all work has been submitted.
Post Assessment Questions:
1. Was the workload appropriate (too heavy, light, or not enough)?
2. Did the format of learning match your learning style?
3. How would you rate the reading assignments (1 not useful, 5 very useful).
4. How would you rate the listening assignments (1 not useful, 5 very useful).
5. How would you rate your participation (1, rare participation 5, stellar participation).
6. How difficult was this course?
7. Do you feel the course added value?
8. Would you recommend this course?
9. Were there other topics mentioned that peaked your interest?
10. Which application tool do you feel you will use the most after this course?
11. Other comments?
Strategy for Formative Evaluation

To judge the worth of our program we will use the blog and discussion boards on
the site we design to periodically ask the students to give us their thoughts thus far or
expand on an idea that was presented that week. These will be done in the same manner of
a traditional pop-quiz in which the announcement that day will serve as the invitation for
us to collect this data. We will use the responses provided to confirm if objectives are being
met as we go along in the course. Using mini essays through blogs, having the students
link up to provide question and answers, quickly sharing ideas, concept mapping, and
utilizing the journal entries are some of the methods that will be used. This will also further
help us catch any areas in which the design is not married properly with the subject or
training that is given.
Strategy for Summative Evaluation
Since the summative evaluation is done typically at the conclusion of the course, we
will use all assessments, assignments, and directions given to provide a summative
evaluation. Our strategy is to revisit all the data from the questionnaires, blog entries,
activities, final projects, and pop-quizzes to measure the merit and appeal of our
instructional design. The methods used for our summative evaluation will be delivered from
the performance task of the final assignment, and all the oral and written contributions
throughout the course. We will also be able to monitor if the objectives are met by selfanalyzing our course with the rubric that is provided from our course instructor, but also by
providing rubrics to the learners of our program.
Methodology for Data Collection
To evaluate our course our data will be collecting using a variety of methods that are
improved with the ability to do so much and have this data collected automatically through
online sources. As stated previously information will be collected through online
questionnaires and surveys. We will also be able to use qualitative and quantitative methods

that can be gathered by observations of the students behavior and participation. Data will
also rely on how we measure and improve errors that are identified in our course design.
Further collection of data will be received from the grade received on the site design, and
the personally impact from each individual in my group that we each feel was made during
this project.
Strategy for Data Analysis

I feel the most simple way and direct strategy to analyze the data we collect, is to
make sure our information is grouped into manageable categories. I also feel this is one of
the benefits we have if we choose to have assessments done in beginning, middle, and end.
We can use this information to highlight and extract observations that were made during
different time periods in the instruction. This will also help us identify if the instruction got
better, worse, or remained the same with regards to its validity and need. With each piece
of information we get our group will have to connect the piece and identify the relationships
that cause for improvement or destruction of the course.

Conclusion
In conclusion having an efficient evaluation plan will help our group work out the
kinks that may be encountered on the way. As this also serves as the first time any of us
are building instruction for instructors the learning experience will help us become more
knowledgeable as we grow along. In order to build a successful course we must also partake
in the course. A good measure of if the course can potentially be beneficial is by also
understanding what we learn from the process of creating this course. Ultimately we should
learn more designing the course as well. Evaluating the course is part of our design process.