Casey Farmer EDTECH 503 (Fall 2012) Instructional Design Project Submitted to Dr.

Jennifer Freed, PhD

PROJECT TITLE: STUDENTS WILL PRODUCE AN IMOVIE ON THE I PAD APP.

TABLE OF CONTENTS

PAGE 3-4 3 3 3-4

Reflection Paper Part 1: Topic 1a- Goal statement 2a- Audience description 3a- Rationale Part 2: Analysis Report 2a1- Needs assessment survey 2a2- Needs assessment data 2b1-Leaarning context description 2b2- Transfer context description 2c- Description of Learners 2d- Task Analysis Flow Chart Part 3: Planning 3a- List of instruction objectives 3b- Objectives matrix table 3c- ARCS Table Part 4: Instructor Guide

Part 5: Learner Content 5a- Learning materials 5b- Assessment materials 5c- Technology tool rationale Part 6: Formative Evaluation Plan 6a- Expert review plan 6b- One-to-one review plan 6c- Small group evaluation plan 6d- Field trial plan Part 7: Formative Evaluation Report 7a- Evaluation survey 7b- Report of expert review 7c- Designers response to review Part 8: Standards Grid References
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REFLECTION

For me the perfect metaphor for instruction design process is like a spider web. That seems pretty perfect for my understanding. I guess you have to look at it along the lines of a spider web is built from the inside out and as long as the center is there the web is there. The center of the web is much like the overall plan or objective of the lesson. Once a designer has his center he/she begins to work away from it analyzing every aspect of the lesson. Sometimes the goals and outcomes overlap but that only makes the design/web stronger. The design process is very tedious much like a web. The spider/designer needs to look at the overall surroundings to see what is there and what is available. Parts of the web/design can be removed and rebuilt or restructured, but the overall goal and center still remains a solid foundation. Each strand holds a purpose and is meaningful to the design process. My first thoughts of the course was that I was going to be designing something instructional, hence the term instructional designer, but this was not what I expected. I really thought that it would be less complex then what it really is. I never thought that it was so in depth and it required a lot of analyzing. Not just analyzing what I wanted to do, but analyzing what everyone else had done before me. I guess it is because as an educator we only want to use techniques that work. In order to find out what works we have to analyze why or why not something has worked in the past and find new ways to implement that. I think the most important concept that I learned in this class was ADDIE. I have even explained that concept to my principal and how well it has worked. I guess now for each one of my smaller lessons I look and plan backwards. This might sound odd to most people, but for me it makes more sense than planning as I go. It also saves me a lot of time. Figuring out what I want my students to learn and then designing the assessment first makes planning my lessons so much easier. It makes me wonder why I did not learn this in my undergraduate classes. We use to spend hours planning a lesson and then review our lessons to design an assessment. This is something Smith and Ragan taught us on page 6 when they said design is an activity or process that people engage in that improves the quality of their subsequent creations. Designing makes teaching easier design is related to planning, designing in its own way is planning. When a teacher plans a lesson, they are designing a lesson, an overall goal to accomplish student learning.
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Even though the work load was tough for this class it was very beneficial. Looking at my projects I knew exactly what I wanted to accomplish. Because I knew what I wanted to accomplish I knew I had to find out where my students were. Once I did that I was able to develop lessons that fit my students needs. Rather than just getting up there and teaching what I wanted them to learn, I had a solid foundation to teach them. I think that had I not gone through this process and I just got up there and tried to teach this I would have had many difficulties and this lesson would have been disastrous. Just by implementing the instructional design process I was able to be more efficient in my lesson and well thats what makes good teachers great. By doing more work in the planning makes less work in the development. There is no doubt in my mind that I will continue to use the instructional design process in my teaching, because I feel that it makes me a better teacher. However, my goal is to get out of the classroom and become an educational technology coach I think that I can help out the teachers that I serve by teaching them the process. In order to do that I will have to have a plan of my own. I think that in order to reach my goals I have taken a step in the right direction by completing this course.

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PART 1.

TOPIC

1A) GOAL STATEMENT After a three hour training, a group of middle school students will be able to create a 5 minute video of the water cycle using the iMovie app on their iPads. 1B) AUDIENCE DESCRIPTION The target audience is the 6th grade students at Whale Branch Middle School in Beaufort County South Carolina. 1C) RATIONALE This past school year the school district purchased enough iPads for each middle and high school student to use in their core classes. The core classes include English language arts, math, science and social studies. Over the last few years we have heard increasing discussions on whether or not schools should make a switch from books to tablets or notepads to iPads. Our school district is trying to make the switch. The students need to begin adapting to using the iPads and so do the teachers. I feel that it is up to me to do most of the implementing. A good majority of the teachers that I work with do not use the iPads nor do they have any intention on using them. When asking why or trying to figure out why they dont want to, I have concluded that they all feel that it takes too much time and work in order to teach the students the different apps on the iPad. So what is my rationale for integrating iMovie into my class? The first Europeans arrived in the Americas by using wooden boats and sails. Houses use to be lit and heated by fire and candles. Television viewers once needed to walk to the television to change the channel. Phones use to be plugged into a phone jack for service. The point is we have evolved in the way we live by integrating new technologies into our daily lives. Educators must do the same thing. Students for hundreds of years used books to gather and review information. Now all the information is available through the internet and other forms of technology. Books are now digital and instead of paper or hardback. Students are able to communicate through social media and text messaging. Times have changed and the way students learn has also changed. There are four fundamental characteristics for effective learning. They are: 1) active engagement 2) participation in group learning 3) frequent interactions and feedback 4) connection to the real world. This is how education has adapted through the years. Effective learning needs educational technologies to enhance student learning, however they cannot do all
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the work alone. Technology should be introduced along with reforms in curriculum, assessment, and teacher professional development in order to be most successful. (Roschelle, 2000) It is important for teachers to adapt the way curriculums are taught with the new forms of technology. Students today will have more opportunities to create, use, and experience new technologies. Roblyer defined Educational Technology as a combination of the processes and tools involved in addressing educational needs and problems, with an emphasis on applying the most current digital and information tools. Though technology is simply a tool that makes some task or job easier, it has more meaning in todays society. It deals more with computers and making people literate in technology. Therefore it is the educators responsibility to help make people more computer and technological literate. This learning must take place in education because as a nation we are switching to a common core standard. In conclusion my rationale is that I envision a society where everyone has the capabilities to use technology correctly. This can easily be done by educating the teachers on not just how to use the technology, but to also implement the lessons into their teaching. Students will than have the capabilities to pass this knowledge onto their family members and our society will become more advanced just by integrating these new technologies.

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PART 2.

ANALYSIS REPORT

2A1) NEEDS ASSESSMENT SURVEY To complete the major object, it is imperative to find out where the students come from and how much experience they have not just with iPads, but with other forms of technology. Here is the link to the survey I created. http://www.surveymonkey.com/s/YJXMY7Z The survey is made up of 9 questions, about their age, race, and technology skills. There are 10 students in my Overcoming Obstacles Course, so I incorporated this survey into my lesson and we reflected on our uses in technology. The survey took about 10 minutes to complete. Reflecting on the results all students were around the same age and all in the same grade level, this is expected as it is my class. However once I incorporate this it will become a school wide implementation. 2A2) NEEDS ASSESSMENT DATA The needs assessment survey concluded that the students use some type of technology during the week in school. It also concludes that a majority of the student feel they are average when it comes to using technology. This goes back to the point where a lot of teachers do not implement the technology in school.

The data was collected in order to find out where the students feel they are when it comes to using technology and using the iPad. The data was extremely useful and it is what I expected. The majority of students do not use technology or their iPads daily and only a few have used the iMovie app. I was able to collect all the information I needed from the survey in order to design my lesson on teaching the iMovie app.

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2B1) LEARNING CONTEXT DESCRIPTION The learners will be using their school provided iPad in the classroom, which is the science lab. The teacher will first show students examples of different videos created on the iMovie app and then a video on the expectations for the water cycle iMovie. Each students iPad has the app preinstalled and is available to use. Each iPad is also connected to the schools internet server which will allow the students to browse the internet. iMovie will be an app for the students to create a video demonstration on what the students understand about the water cycle. The water cycle is a learning objective that will be taught prior to creating the movie. The learning objectives for this project will be based off of the standards tied to the water cycle. 2B2) TRANSFER CONTEXT DESCRIPTION Students will be able to apply what they learn about the water cycle into their understanding of weather and how the Earth has been able to sustain life for so long. The iMovie will be able to be transferred into all their subjects to help them apply their understanding of all the different topics. Students can make historical videos based on what they learn in social studies. Students can create videos to show other students how to solve mathematical problems. In ELA students will be able to show their understanding of a book they read by creating a movie for it. 2C) DESCRIPTION OF LEARNERS The school that the objective will take place at has very low science test scores. The basis for that might be loss of interest, so by using iPads to help introduce curriculum will help students comprehend the curriculum. The steps taken to look at this was a 3 year tracking of test scores for 6-8th grade. Some students were new and others left, but the trend has stayed the same. Each year the results showed a slow decline in the scores. The curriculum and books have changed the same and when you speak with the students they all seem to think it is boring constantly working from the science workbook and textbook. The class sizes are 26, 26, 28, and 30. The class will be located in a science with 15 lab tables. 2 students per lab table, where students have worked in pairs or shoulder partners for the year. Each student will receive their individual iPad. The most important learner characteristics to look at are where the students come from. The school is located in a very los SES area where 98 percent of the students receive free or reduced lunch. Because of this it is important to ask the question of who has used an iPad before.

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2D) TASK ANALYSIS FLOW CHART

Prior Knowledge: Do the students... Know how to take pictures and videos? Know how to use safari? Know how to create a new project in iMovie? Know how to add images in iMovie? Know how to add graphics, sound, and change speed in iMovie?

New knowledge: Students will know how to Add and delete images from iMovie Add scenes and background music into iMovie Create a trailer for their video Understand the graphics and settings in iMovie

Evaluation: What did the student learn? Presentation of videos Project rubric Student assessment

New Knowledge
Identify steps in the water cycle Turn on iPad Open iMovie app

Demonstrate how to create new project

Create new project

Show where iMovie app is Search for images or videos Take videos or images

Demonstrate how to add graphics, delete slides, and adjust settings in iMovie

Students will add an image or a video

Demonstrate how to add video and images into iMovie

Demonstrate how to find images and video and how to take them

Demonstrate how to add background music and record voice to explain video

Demonstrate how to rename project

Allow students to create an iMovie on the water cycle

Story will include the journey of a raindrop or other type of precipitation explaining why we never run out of water

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PART 3. 3A) LIST OF INSTRUCTIONAL OBJECTIVES

PLANNING

Learning Objectives: The learners will be able to

Simulate the path that water takes through the water cycle. Differentiate the many forms water takes on Earth. List all the steps in the water cycle. Locate images that represent each step of the water cycle. Identify each step in the water cycle. Define each form water takes in the water cycle. Identify and explain the evaporation stage of the water cycle. Identify and explain the condensation stage of the water cycle. Identify and explain the precipitation stage of the water cycle. Identify and explain the run off stage of the water cycle. Describe the importance of the suns role in the water cycle. Develop a presentation using iMovie. Choose images and videos that identify the steps in the water cycle. Compose a visual representation of the water cycle.

3B) OBJECTIVES MATRIX TABLE

Learning Blooms Taxonomy Objectives Classification

Format of Assessment

Description of test form

Sample items

1 2 3 4 5 6 7

Synthesis Analysis Knowledge Knowledge Comprehension Knowledge Comprehension

Performance Paper and Pencil Paper and Pencil Performance Paper and Pencil Paper and Pencil Paper and Pencil

Simulation Observation Observation Observation Simulation Short Answer Observation Simulation Observation Simulation Observation Simulation Observation Simulation Short Answer Simulation Observation Simulation

Finished video Examples of each form Each step located in video Examples of steps Introduction to video Explanations of each form Examples and explanations of different steps Examples and explanations of different steps Examples and explanations of different steps Examples and explanations of different steps Explanation of sun Finished video Selected pictures Finished Video

Comprehension

Paper and Pencil

Comprehension

Paper and Pencil

10

Comprehension

Paper and Pencil

11 12 13 14

Comprehension Synthesis Evaluation Synthesis

Paper and Pencil Performance Performance Performance

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3C) ARCS TABLE

ATTENTION
A.1 Perceptual Arousal First the teacher reviews the steps in the water cycle, by asking students. Next the teacher will display images of each step of the water cycle through PPT. Then the teacher will ask the students how they could make this more interactive, and explain how making the slides have the Ken Burns effect with words and background music will help stimulate understanding. A2. Inquiry Arousal First teacher will show the following video about an iMovie tutorial. http://www.youtube.com/watch?v=APQhVuQXiuM Next teacher will ask students how they can use this app to make a video on the water cycle. A3. Variability First the teacher will ask what kind of story can be used (example a raindrop in Asia traveled the world and fell as a snow flake in Canada. Then the teacher will ask what kind of background music or effects can be used Next the teacher will ask what kind of pictures can be used (should they be found on the internet, taken from outside, or drawn by them)

RELEVANCE
R1. Goal orientation Discuss how the water cycle effects their everyday lives Discuss how using technology and the iMovie app can help them in society and in the rest of their classes R2. Motive matching Students enjoy using the iPads and this is one technique that can be used later in the school year Based on the needs assessment students do not feel comfortable using the iMovie app R3. Familiarity Teacher will ask students how the water the dinosaurs drank is somehow the same water they are drinking. Teacher will have students recall scenes and lines from their favorite movies and ask why they remember those scenes, and how they can apply that to their movies.

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CONFIDENCE
C1. Learning requirements Teacher will demonstrate each step on how to open app, add pictures, music and graphics Teacher will instruct students to use all their handouts, notes, and book to review each step of the water cycle. Teacher will reinforce students to ask questions if they are not understanding what is expected out of the. Teacher will hand out a rubric for students to follow. C2. Success opportunities Teacher will allow students to first make a practice video on introducing themselves. Rubric will allow students to make sure they have all necessary information Students will have an opportunity to post their videos on Edmodo to show classmates, parents, and other educators. C3. Personal control Teacher will remind students that this is their video and they can make their story as interesting as they want it (as long as it follows the guidelines) Students have the freedom to choose their own images that fit into their story,

SATISFACTION
S1. Natural consequences Students that complete this assignment will feel comfortable using iMovie and have a better understanding of the iPad. Other students, teachers and parents can view their videos and give positive feedback. S2. Positive consequences Other students can view the videos and see how they can utilize the iMovie app. Teacher will provide students feedback on what they did well and how they can improve their video, so the next time they do a similar activity they can be successful. S3. Equity All students are held accountable for their work. Rubric will list all standards and objectives for students to follow.

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PART 4.

INSTRUCTOR GUIDE

Session 1 (introduction) -Teacher will gain students attention by review and images about the water cycle followed by an

introductory video about iMovie. http://www.youtube.com/watch?v=APQhVuQXiuM

Body

-Teacher will introduce the concept of a digital movie and how it can be used. Discuss the impact of videos have on our memories by asking students about scenes from their favorite movies. Use the following questions as discussion starters to highlight the power of photographs for communicating thoughts and feelings to an audience. o What is your favorite movie? o What is your favorite part from that movie? o Why do you think we recall these scenes? o What are the characteristics of a good video and how can you make them memorable?
-Briefly describe the core tasks of the iMovie project by reviewing with students the water cycle

objectives at the beginning of this lesson. -Use the VGA cord to hook up the iPad to the Promethean Board to display your iPad so students can see what it looks like. -Identify the focus for students: Steps of the water cycle and the many forms on Earth that water takes. Allow students to discuss background stories for their video. Example show Drippy the rain drop story. http://www.drippytheraindrop.com/DrippysWorldTrialStories/ToMountainsAndBack/Entry.htm Conclusion -Allow students adequate time to create a story for their story. Distribute copies of a story board (see below) for students to fill in the information. Have students finish their stories for homework. Teacher will visit with the students to make sure that they have all the information that is needed and they have a solid start.
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Story Board

Draw or describe the visual/action in the block.

Draw or describe the visual/action in the block.

Draw or describe the visual/action in the block.

Draw or describe the visual/action in the block.

Draw or describe the visual/action in the block.

Draw or describe the visual/action in the block.

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Session 2(introduction) -Review key concepts from previous days lesson and water cycle.

What are the parts to the water cycle (Evaporation, Condensation, Precipitation, Transpiration, Run off, Accumulation) What makes a good video memorable ( Adventure, love, suspense) What should the story tell (the story will tell the adventure of a water drop and its journey through all the parts of the water cycle)

-Ask students to share their stories with their shoulder partners to see if they need to change or add anything. Once students share out, visit any questions the students might have.
Body

-Distribute iMovie rubric

Back to materials

iMovie Rubric
4 3 2 1 Total

Purpose and Content

Clearly relates to the learning objective or illustrates a concept.

Relates to the learning objective or illustrates a concept.

Some relation to the learning objective or concept.

Does not relate to the learning objective or does not illustrate a concept. Storyboard not completed.

Storyboard Planning

Completed detailed storyboard with all of the following: statement of purpose, script, and storyboard of the video clips.

Completed storyboard with all of the following: statement of purpose, script, and storyboard of the video clips.

Completed storyboard with at least two of the following: statement of purpose, script, and storyboard of the video clips.

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Titles, Titles and/or Transitions, and transitions Effects enhance the video.

Titles and/or transitions do not detract from the video.

Attempts to use titles and/or transitions, but they detract from the video. Videos and photos are few and some are off topic.

No titles or transitions exist.

Video / Photos

Video and Photos relate to the subject.

Videos and photos mostly relate to the subject Movie includes voice and music. Audio levels are too low or too loud. Satisfactory operation of computer and program during presentation.

No videos or photos relate to the subject.

Audio

Movie includes voice and music. Audio levels are just right. Skilled operation of computer and program enhances presentation. Shared final product with audience answered all questions in knowledgeable way and explained the steps to production clearly. Presentation has no misspellings or grammatical errors.

Movie has only Movie has no music. Audio sound. levels are too low or too loud.

Use of Technology

Minimal operation of computer and program during presentation.

Incorrect operation of computer and program detracts from presentation. No final product to share.

Presentation

Shared final product with audience answered some questions in knowledgeable way and explained the steps to production.

Shared final product with audience and attempted to answer questions and explain steps to production

Mechanics

Presentation has fewer than two misspellings and/or grammatical

Presentation has three or more misspellings and/or grammatical

Presentation has four or more misspellings and/or grammatical

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errors.

errors.

errors.

Design

Clips and photos are appropriate to the content and communicate the information at a high level. Clips are long enough to convey meaning but without being too lengthy.

Clips and photos communicate the content information in an effective manner. Some clips are either too long or too short to be meaningful.

Clips and photos barely communicate the information intended. Most clips are too long or too short and confuse the content.

The clips and photos interfere with the communication of the content. The clips do not make sense and are randomly placed.

-Review iMovie rubric, go over each concept and teachers expectations.

-Show students how to navigate through iMovie app by modeling use the VGA cord to hook up iPad.
Open iMovie app

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Tap the + to start new j

Tap new project

Tap here to access camera roll

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Select camera roll

Select image you want to be inserted

Image will appear here and you can edit settings and music here

Conclusion -Allow students to explore app and become familiar with it for the rest of class.

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Session 3(introduction) -Review key concepts from previous days lesson. Body -Have students find images for their story and save them to their camera roll. -Have students write their story in the educreations app. Have them save their stories to the camera roll. -Allow students to put their stories with their images and add background music using the iMovie as explained in the teacher demonstration.
-Teacher will rotate around the room keeping students on track and reiterate to them to follow the

Where is the app located How do you start a new project How do you add a new photo How can you change theme music and transition How do you save your project

rubric. -Once students begin to finish videos have them save them to the camera roll. Conclusion

Tap here to save to camera roll

-Have students share their videos with shoulder partners Casey Farmer 2012 Page 23

PART 5. 5A) LEARNING MATERIALS Learning Materials Instructor Guide Rubric Storyboard Drippy the raindrop Video iPad VGA adapter for iPad Notes/Book
Purpose

LEARNER CONTENT

To guide teacher through lesson. Instructional tool for students to follow Allows students to write a rough draft of their story Gives an example of what kind of story to write Gives a tutorial on how to use iMovie One for each student and teacher to complete project Allows teacher to connect iPad to Promethean Board Allows students access to information on water cycle

5B) ASSESSMENT MATERIALS Assessment Materials Rubric

Purpose

Rubric for students to follow and reflect on. Gives classmates and teachers a guideline for grading.

5C) TECHNOLOGY TOOL RATIONALE Technology Tool iPads iMovie

Rationale

VGA Cord Video Edmodo

Each student is given an iPad to utilize for educational purposes. Each iPad has this app available. This app can be utilized in multiple classes for many reasons. Currently it is not being utilized because students are unfamiliar with it. This is available to hook up teacher and student iPads to the Promethean Board so the teacher can give demonstrations. Gives a strong demonstration on how to utilize the iMovie app and gives a complete walkthrough of the app. Allows students to showcase their final projects for feedback and motivation.

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PART 6. 6A) EXPERT REVIEW PLAN Rick Kates (Technology Coach)

FORMATIVE EVALUATION PLAN

Mr. Kates will act as the primary expert reviewer for this lesson. Mr. Kates is the Technology Coach assigned to our school. Mr. Kates and I have worked together developing new ways to incorporate the iPads into our daily lessons. He has a lot of experience working with the iPads at different levels from upper elementary to high school. He is very knowledgeable when it comes to using the iPads and helping students use them as instructional tools. Mr. Kates will also rotate around the room to help students stay on task and to answer any questions. Mr. Kates will be present on day 2 and day 3. Mr. Kates who has worked with the iMovie app will make sure that I have all completed steps and that I have any questions or concerns that a student might ask. I will meet with him prior to implementing the lesson to make sure it makes sense and that it will be used as a tool to enhance student learning. 6B) ONE-TO-ONE REVIEW PLAN Catia Gilbert (Master Teacher) Mrs. Gilbert will be my assistant to help make sure the students are following the objects. Mrs. Gilbert is our master teacher and also our TAP evaluator. She taught middle school science prior to becoming the master teacher, so she will be very helpful in this lesson. Mrs. Gilbert will help with the lesson on day one when the students create their background stories using the storyboard. Mrs. Gilbert will assist in making sure that all the students understand the information to make sure they are ready to move on to the next steps. Mrs. Gilbert and I will review the lesson to make sure there are no gaps and to make sure that students will be able to continue to use this app as an educational resource. 6C) SMALL GROUP EVALUATION PLAN A group of 5-8 sixth grade students will work with Mrs. Gilbert to conduct this lesson to see if it can be used. She will use the lesson and follow the instructor guidelines to perform the lesson. Mr. Kates will be present with her for any technical issues that may arise. Mrs. Gilbert will keep track of any issues if any and reflect on what could be changed, added or removed. The students will complete the entire task and upload the video (possibly for student viewing).

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6D) FIELD TRIAL Once the small group evaluation is complete, all revisions will be made. Once revisions are made the lesson will be completed with the homeroom class. The instructor will keep track of any issues and what went well throughout the lesson. Once a final reflection is made the instructor can then present this lesson to the rest of the classes.

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PART 7. 7A) EVALUATION SURVEY Evaluation Criteria Effectiveness Goals

FORMATIVE EVALUATION REPORT

Questions for Reviewer Are the objectives aligned with the curriculum? Are they reachable? Do they reach multiple levels of Blooms? How would you change the goals to make them more achievable? Is the information correct? Is the information presented in a way so the students can be successful? What information do you feel should be added or taken out? Is the technology being utilized? Is the technology being used correctly? If not what can be done differently. Is there any technology missing, if so what? Was the lesson effective? Was the material presented correctly? Was the lesson paced well? Is there anything that should be changed in the lesson? Are the objectives clearly stated? Is there a purpose? What can be done to make sure the goals are clearly met? Is the content clear and readable from students perspective? Is there any content that is missing if so what? Did all the links work? Does the app work properly with the directions? Were students able to ask questions? Was the instructor able to answer student questions? What questions should the students be asking? Can the students relate to the objectives? Is it meaningful to the learners? Is it interesting? Were students engaged? Is the video attractable? Is it easy to use? Is this appropriate for sixth graders?

Content

Technology

Lesson

Efficiency Goals

Content Technology Lesson

Appeal Goals Content Technology Lesson

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7B) REPORT OF EXPERT REVIEW The expert review of the lesson was completed and a lot of feedback was given. The reviewer looked at effectiveness, efficiency and appeal. There were four sections for each one that included goals, content, technology and the lesson in general. The main point of concern was pacing. The reviewer felt that the lesson will be more effective if given more time. The next area of concern was age appropriateness. The reviewer was not sold on using this app at such a young age. His concern was that it takes a lot of time and sixth graders do not have a long attention span. His final concern was that the iPads cannot be taken home, so everything aside from the storyboard needed to be completed in class and does not allow adequate time for students to perfect their video. 7C) DESIGNERS RESPONSE TO REVIEW The expert felt that this is not enough time to complete the lesson with everything that needs to be allowed. I think he is correct and will add a fourth day for perfection. His concern about the app not being age appropriate I feel is incorrect, because this generation of students have technology all around them and know how to use it. I feel that it is appropriate and can be utilized in all subjects for student learning. His last concern about students not being able to take the iPads home is out of my control and as an educator we learn to adapt to these variables. Overall the evaluation was really good and I think it will be beneficial for all the students to use.

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PART 8.

STANDARDS GRID

Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part 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 Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies 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 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
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ID Project X X X X X X ID Project ID Project ID Project ID Project Selected Discussion Forums; ID Project

X ID Project X ID Project

X ID Project X Reading Quiz; ID Projects X (all assignments)

X (all assignments) ID Project X

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

X ID Project X ID Project X

COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to:

1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web.

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a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. ii. Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication

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REFERENCES

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8. Roblyer, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching. (6 ed.). Boston: Allyn & Bacon/Pearson. Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B. M. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10(2), 76101. doi:10.2307/1602690 Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, NJ: John Wiley & Sons, Inc.

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