Final ID Project 12-10-2010

Dianne R.
Johnson-Wojnicki
EDTECH 503 (Fall 2010)
Instructional Design Project Final
Submitted to: Dr. Yu-hui Ching
December 10, 2010
EDTECH503InstructionalDesignProjectFinal
TableofContents
Synthesis/ReflectionPaper........................................................................................................................................4
Part1.Topic...............................................................................................................................................................6
Part1a.LearningGoal...........................................................................................................................................6
Part1b.AudienceDescription...............................................................................................................................6
Part1c.Rationale..................................................................................................................................................6
Part2.AnalysisReport..........................................................................................................................................7
Part2a.DescriptionoftheNeed.......................................................................................................................7
Part2a.1NeedsAnalysisSurvey........................................................................................................................7
Part2a.2NeedsAnalysisDataReport...............................................................................................................8
Part2b.DescriptionoftheLearningContext......................................................................................................11
Part2b.1:Learningcontext.............................................................................................................................11
Part2b.2:Transfercontext..............................................................................................................................11
Part2c.DescriptionoftheLearners....................................................................................................................12
Part2d.TaskAnalysisFlowChart........................................................................................................................13
Part3.Planning.......................................................................................................................................................20
Part3a.LearningObjectives(list)....................................................................................................................20
Part3b.MatrixofObjectives,Bloom'sTaxonomy,andTypesofLearning.........................................................23
ObjectiveNumber(1).........................................................................................................................................23
BloomsTaxonomyClassification(2).................................................................................................................23
PrimaryTeachingStrategy(3)............................................................................................................................23
TypesofLearning(4)..........................................................................................................................................23
Part3c.ARCSTable..............................................................................................................................................25
Part4.InstructorGuide...........................................................................................................................................27
Preparation..........................................................................................................................................................27
Introduction.........................................................................................................................................................27
AcquireLearnersAttention.............................................................................................................................27
EstablishaPurpose..........................................................................................................................................27
Stimulatethelearnersattentionandmotivation..........................................................................................27
Body.....................................................................................................................................................................28
PartILearninghowtoprepareflowersusingTraditionalMethods............................................................28
PartIIPreparingandAssemblingaBoutonniereusingTraditionalMethods..............................................29
Copyright2010,DianneR.JohnsonWojnicki
Page2
PartIIPreparingandAssemblingaCorsageusingModernMethods..........................................................29
PartIVPackaging..........................................................................................................................................30
Conclusion...........................................................................................................................................................30
Part5.LearnerContent...........................................................................................................................................31
Part5a.Learningmaterials..................................................................................................................................31
Part5b.Formativeand/orSummativeAssessmentmaterials............................................................................32
Part5c.TechnologyToolJustification.................................................................................................................33
Part6.FormativeEvaluationPlan...........................................................................................................................34
Part6a.ExpertReview........................................................................................................................................34
Part6b.OnetoOneEvaluation..........................................................................................................................34
Part6c.SmallGroupEvaluation..........................................................................................................................34
Part6d.Fieldtrial................................................................................................................................................35
Part7.FormativeEvaluationReport.......................................................................................................................36
Part7a.EvaluationSurveyorRubric...................................................................................................................36
BoutonniereandCorsageMakingProjectExpertReviewSurvey...................................................................36
Part7b.Reporttheresultsoftheexpertreview................................................................................................37
Part7c.CommentsonChange............................................................................................................................38
Part8.AECTStandardsGrid....................................................................................................................................39
ProfessionalStandardsAddressed(AECT)......................................................................................................39
COURSEGOALS&OBJECTIVES............................................................................................................................40
Appendices..............................................................................................................................................................42
AppendixASurvey.............................................................................................................................................42
AppendixBCriticalFlowerParts,FoliageandFillerPostPresentationAssessment.......................................44
AppendixCSessionRubric................................................................................................................................54
AppendixDExpertSurvey................................................................................................................................55
Page3
Synthesis/ReflectionPaper
Bam!,ifitwereonlythatsimple.TheprocessofInstructionalDesignismuchlikethepreparationofan
elaborateculinarybanquet.Establishinganelaboratemealforfamilyorfriendsinvolvesmanyofthephasesand
adherestomanyoftheprinciplesfoundintheInstructionalDesignprocess.Duringtheanalysisphasethehost
andthecookmustdeterminethetypeofcuisinerequiredfortheevent.Inordertodeterminethetarget
populationthepotentialguestlistmustbescrutinized.Theneedsassessmentfurtheranalyzestherequirements
oftheindividualsthatwillbepartakinginthemeal,suchasspecificfoodallergiesandvegetarianrequirements.I
liketorefertotheseasthegapsbetweenwhatisandwhatshouldbe(SmithandRagan,2005).Thestrategic
phaseencompassesalistofthenecessaryingredientsforeachofthespecificdisheswithinacourse,thetiming
requirementsthatmustbefollowedforeachrecipe,andthelogisticalconcernstoaccommodateseveral
courses.Theevaluationphaseisthemostenjoyablethusfar,atthispointitistimetotestthewaterpreparing
manyofthedishestoensurethattheyaretastyandappealing.Theingredientmeasurementsaretweakedand
thetimingisadjusteduntileachdishisatthepeakofperfection.Copiousnotesaretakenastothedesigners
modificationsinanefforttoseekperfection.Finally,thetableshavebeenset,theguestshavearrived,the
dinnerchimehasplayedandtheultimateverdictwillbeheard,ComplimentstotheChef!
ItcouldbethefactthatIamstilldigestingthegloriousThanksgivingDinnerpreparedinourhomethatmy
thoughtsdirectmetowardsthisparticularanalogy.Oritcouldbemypassionforentertainingfamilyandfriends
withtheutmostofstyleandease.Realistically,itisprobablythereflectionsthatIholdregardingtheIDProject,
nearlycomplete,thatdrawsmythoughtstotheveracityofthegruelingdetailsthatmustbeaccomplishedprior
tothegloryofthefeast.ThisincrediblejourneythroughallphasesoftheInstructionalDesignProcesshas
heightenedmyconsciousnesstotheunderlyingprocessthatmustbepainstakinglyaccomplishedinorderto
assuresuccessinmanyoftheactivitiesofmylife.Whiledeeplyinvolvedinfundraisingactivities,recruitment
efforts,andvolunteereducationalenrichmentendeavorsatmychildrensschoolIhaveutilizedmanyofmy
newlydefinedandorganizedskillstobecomeamoreeffectiveandefficientleader,facilitator,andmentor.I
onlywishthatIhadthisformaltrainingduringmypastexperienceswhenIwasfunctioningasaTechnical
EducatorandCoursewareDeveloper.Inthosedaysthefirstorganizationwiththebleedingedgeof
technologyintheclassroomcapturedthemarketshare;thedetails,breadth,andmeritcouldbetidiedupafter
thewindfallprofitshitthebooks.
HavingauthoredcoursesinpastforwhichIwasmyselfaSubjectMatterExpert,Ichallengedmyselftochoosea
subjectforwhichIhadverylittleknowledge.Mythoughtprocesswasthatthissituationwouldcompelmeto
immersemyselfinthedesignmethodologyutilizingeveryaspecttocreateathoroughandcompletelearning
experience.Inmyhumbleopinionitworked,therewasnoroomtomakeassumptions.Duringtheanalysisin
firstphaseoftheIDprojectIlearnedthesignificanceofadetailedneedsanalysis.Thecontentwascategorically
oftheinnovativemodel(SmithandRagan,2005)andassuchitmayprovetochangeoraddgoalstoan
organization,consequentlytheprimarystakeholdersmustbecloselyinvolvedintheprocess.Aneeds
assessment,particularlyforthepotentiallearnersprovedtobecritical.Duetomylackofsubjectmatter
knowledgeaSubjectMatterExpertwasalsointerviewedtogatherinformationofappropriateresearchvenues
toaccomplishthetask.Theanalysisofmyparticularprojectwaseyeopening;theinformationexposedbecame
Page4
thecatalysttothePlanningphase.OnceIhadaclearconceptionofwhotheaudiencewas,whattheyknew,and
whattheyneededtoknowinordertomeetthegoaltheprocessofidentifyingthelearningobjectivesbecame
apparent.
BecauseIhavenopriorformaltraininginthefieldofeducation,Iwasfascinatedhowidentifyingthetypeof
learninghelpsthedesignertodeterminehowtoanalyzethelearninggoalintoitscomponentparts(Smithand
Ragan,2005).ItwasduringthesecondphaseoftheIDProjectthattheclassificationsofBloomandGagne
provedtobeinvaluablewhendeterminingthevariouslearningstrategiesthatwouldbenecessarytoattainthe
learninggoal.TheinstructionalstrategyformyprojectwasclassifiedasaLearningEnterpriseconsistingof
declarative,intellectual(procedural)andpsychomotorskillsandassuchprovedtohaveamultifaceted
InformationProcessingAnalysis.Itwasduringthedevelopmentofthisphaseofthedesignforthefirsttimethe
sumofthepartsbegantoappearwhole.AtthisjunctureIfinallyhadenoughinsighttocreatetheinstructor
guide,whatwouldtheinstructorneedtodotocapturethelearnersattention,showpurpose,motivateandof
courseaccomplishthelearninggoal.Asmycomfortlevelwitheachofthesetypesoflearningincreaseditwas
inevitablethatIwouldbeabletodetermineanappropriateassessmentforeachoftheseverydifferenttypes.
Anassessmentfordeclarativeknowledgewouldbeaccomplishedmuchdifferentlythanthatofthe
psychomotorskills.ThedeterminationofaFormativeEvaluationPlanprovedtobethoughtprovokingitself,
whowouldandhowwouldthematerialsandprocessesbescrutinizedproperlyensuringtheiterative
processofdesignwouldtransformmyinitialworkintoafullyfunctioningproduct.
Ihavejustsetoutonthejourneyintothenextphaseofmylife.WhereexactlyIwillarriveisyettobeseen.I
thinkofmyselfasacreativepersonandassuchIwouldlovetobeinvolvedintheInstructionalDesignof
technologydriveneducation.Iamfascinatedwithhowtechnologyhasblurredthelinesofaccessibilityand
havingjustcompletedEDTECH502lastsemesterIamintriguedbythepossibilities.Ialsoknowthatthe
knowledgeIhavegainedasaresultofthisclassandinparticulartheIDProjectwillservemeandmyfuture
employer,coworkersandlearnerswell.Asaresultofstretchingmyboundaries,movingbeyondmycomfort
zoneintermsofdesigningfromthegroundupIbelievethatIhaveasolidfoundationregardingwhatis
expectedfromanInstructionalDesigner.Iknowhowtoassessthepotentiallearnersintermsofwhattheyknow
andwhattheywillneedtoknow.Iknowhowtoformulatethequestionsandwheretolookfortheanswers
regardingcontent,context,learningstrategies,andevaluationtechniques.Iwillusethisnewfoundknowledge
toassistmenotonlyduringmyjourneybutjustaspurposefulonceIhavearrived.
Page5
Part1.Topic
Part1a.LearningGoal
Afterparticipatingintwooneandonehalfhourafterschoolsessionsthelearnerswillbeabletouse
theappropriateflowers,toolsandmaterialstoprepare,design,andassembleaboutonniereandcorsagefora
SpecialOccasion.
Part1b.AudienceDescription
Thelearnerswillbecomprisedofsixthgradegirlsfromaparochialschoolinthesouthwestsuburbsof
Chicago.TheschoolisamemberinstitutionoftheDioceseofJoliet.Theschoolisregisteredwith,hasreceived
formalrecognitionfrom,theIllinoisStateSchoolBoardofEducation,andhasbeendesignateda"Recognized
SchoolofExcellence"bytheUnitedStatesDepartmentofEducation.
Part1c.Rationale
Theinspirationforthisprojectistwofold;firstthestructureoftheselearnerseducationalenvironment
issuchthatitlendsitselftowardahighlyacademicdisciplinewithlittletimeforcreativeandsocialendeavors,
andsecondlytheeducationalenvironmentencouragesfamilyrelationshipbuildingthroughactivesponsorship
ofseveralextracurricularactivities.OneofthemostexcitingisthehighlyanticipatedFatherDaughterDancefor
thesixthgrade.TheCommitteethatisresponsibleforthefestivitiesofthisspecialoccasionactivelyseeksnew
waystoaddadistinctivefacettotheevent.Whileamajorityoftheactivityisbasedonrelationshipbuildingand
behaviordevelopmenttheinclusionofaninnovativecreativecomponentaddsanelementoffurther
educationalbenefit.Underthesecircumstancesitwasdeemedthattheoveralllearninggoalwasagoodfit.
Theoveralllearninggoalispredominantlysupplantive,withthelearnersactivelyfollowingthedirectives
anddemonstrationsdeliveredbyvideopresentationsandtheinstructororfacilitator.Theutilizationofa
primarilysupplantivestrategyisinanefforttoprovideapositive,productiveandhighlysuccessfullearning
experience.Thereishoweveragenerativecomponenttothelearninggoalwithrespecttothelearnersabilityto
designorconstructtheirspecificfinalproductwiththematerialsandknowledgeprovided.
TheinstructionalstrategyforthistopicwouldbeclassifiedasaLearningEnterpriseconsistingof
declarative,intellectual(procedural)andpsychomotorskills.Itisclassifiedassuchbecausethelearnerswillbe
recallingknowledgegainedpertainingtothematerialstheywillusefortheconstructionofthefinalproduct.
Theactualconstructionitselfisproceduralinnatureasonesteporphasemustbeaccomplishedsuccessfully
beforesubsequentstepscanoccur.Theentireconstructionprocessrequiresahighdegreeofpsychomotorskills
inregardstofinemotorskills,dexteritywhichnecessitatepracticetoachievesuccess.
Page6
Part2.AnalysisReport
Part2a.DescriptionoftheNeed
Thelearninggoaliscategorizedundertheinnovativemodel,whichaccordingto(Smith&Ragan,2005,p.45)
maychangeoraddgoalstotheorganization,thusmajorstakeholderssuchasstudents,trainers,administration,
andotherclientsshouldbecarefullyinvolvedduringtheprogression.Inordertoactivelyconsidertheinterests
ofthoseaffectedanaggressiveneedsassessmentwasoftheutmostimportancetoensurethesupportofthe
majorstakeholders.Theanalysiswasconductedtakingintoaccountfourbasicgroups;theFatherDaughter
Dancecommittee,theschooladministration,localfloralvendors,andthesixthgradegirls.Itisimportantwhen
developingalearninggoalbasedonunchartedterritorytoensurethattheorganizationinvolvedaswellasthe
learnersarewillingparticipants.
Part2a.1NeedsAnalysisSurvey
InformationgatheredfromtheFatherDaughterDancecommitteewasdoneonaninformalbasiswhich
includedapersonalinterviewwiththeChairpersonforthisyear.TheChairwasveryresponsiveastheinnovative
componentandskillbuildingaspectswereappealing.Whilethecommitteeisdedicatingtoofferingan
entertainingevent,theprospectofaneducationalcomponentwasperceivedasanaddedbenefit.Sincethe
committeeisresponsibleforprovidingalloftherequirementsfortheactivitytheywerethemostcrucialfactor
indeterminingthefeasibility.TheChairpersonwasoverwhelminglysupportiveandcommittedtotheinstitution
ofaseparatesubcommitteetooverseetheentireprocess.Theconsiderationofcostwasalsoaddressedduring
thissurvey.Itwasdeterminedthataportionofthecostwouldbeabsorbedbythecommitteesfundsforthe
eventsetasidefromthePSA(ParentStudentAssociation).Anadditionalcomponentmaybethatofalocal
vendorcontributioninanefforttosupportthecommunity.
Theschooladministrationwasalsointerviewedpersonally.Theadministrationisdevotedtoassistinginthe
extracurricularactivitiesthatfosterfamilyrelationshipbuilding.Onceagaintheaddedinstructionalvaluewas
consideredasupplementarycomponentworthyofengaging.Theschooladministrationguaranteedthe
availabilityofbuildingresourcestofacilitatetheevent.
Severallocalfloralvendorswerecontactedtogatherinformationonthelevelinteresttheymayhaveto
underwritepartofthecostoftheflowersandmaterial.Severalexpressedaninterestinbothunderwritingthe
costandpossibleparticipation.OnelocalvendorVincesFlowersstatedthattheywouldbedelightedtosupply
theflowers,tools,andmaterialsaswellasbeingavailableinthefutureassisttheinstructororfacilitatorin
exchangeforadvertisingasashowofcommunitygoodwillandfellowship.
Thesixthgradegirlspriorknowledgeandattitudewasofpivotalinterestforneedsdetermination.Ifforsome
reasonthegirlswerealreadyequippedwithanexpertiseinboutonniereandcorsagepreparationorintheevent
thattherewasalackofoverallinteresttherewouldbenoneedtodevelopfutureinstruction.Withthatbeing
saidanextensivesurveywasdevelopedanddistributedto18ofthe36sixthgradegirls;ofthesurveysmailed
out13werereturned.Thesurveyitselfiscomprisedofnearly20yes/noquestions.Noparticularalgorithmwas
Page7
usedtodeterminewhowouldreceiveasurveybeyondeveryotherlastnameinthealphabeticalclasslistingin
thesixthgradeclassdirectory.Thiswouldhelptoassureacertainlevelofrandomnesstotheresponsessincea
subsetofeachofthethreehomeroomswouldsomehowberepresented.Acopyoftheactualsurveygivecan
befoundinAppendixA.
Part2a.2NeedsAnalysisDataReport
Duetothesignificanceofinformationgatheredasaresultofthissurveyithasbeendisplayedinastacked
columnbarchart.Theinformationgatheredwasbotheyeopeningandpositive.Thecruxoftheinformation
thereinwastodeterminethecontextofpriorknowledgeaswellasthelevelofinterestintheparticularsubject
matter.ThesurveyitselfisincludedinAppendixA.Theoverallresultsareasfollows:
Thefirstpieceofinformationdeterminednecessaryundertheinnovativemodelconcernedpriorknowledge.
ThesurveysaskedgeneralquestionstodeterminefamiliaritywithBoutonnieresandCorsagesingeneral.
BoutonniereandCorsageKnowledge
100%
90%
80%
70%
60%
50%
No
40%
Yes
30%
20%
10%
0%
Term
Boutonniere
Puporseofa
Boutonniere
TermCorsage
Puporseofa
Corsage
Differenttypes
ofCorsages
ItwasdeterminedthatamajorityofthegirlshadverylittleknowledgeorexperiencewithBoutonnieresand
Corsages.Thiswasagoodsignforfuturedevelopment.
Page8
Thesecondpieceofinformationgatheredtodeterminepriorknowledgewerethegirlsoverallcomfortlevel
withvariousflowertypes,fillerandfoliage.Thesurveyposesseveralquestionsinthatregard.
FamiliaritywithFlowerandFillerType
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
No
Yes
Daisy
Rose
Orchid
Baby's
Breath
Fern
Ivy
Bear
grass
Floret
Frond
Itwasdeterminedthatamajorityofthegirlshadexperiencewithcommonflowersandfillertypesbutwhen
askedaboutlessconventionaltypesthelevelofcomfortdiminished.
Indeterminingthegirlsoverallcomfortlevelwithflowers;thespecificpartsoftheflowerissignificantfor
preparationsthusinformationwasgatheredtodeterminetowhatextentpriorknowledgemayexist.Thesurvey
posesquestionsregardingthefollowingbasicflowerparts.
BasicFlowerParts
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
No
Yes
TheHead
ThePetals
TheCalyx
Throat
TheStem
TheLeaves
Itwasdeterminedthatamajorityofthegirlshadnoknowledgeoftwomostsignificantpartsoftheflowerfor
preparation.
Page9
Informationwasgatheredconcerningtheirfamiliaritywithandusageofbasictoolsandmaterialsusedfor
boutonniereandcorsagemaking.
ToolsandMaterials
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
No
Yes
Floraltrimmer
Floraltape
Floralwire
Floraladhesive Ribbontomake
adecorative
bow
Itwasdeterminedthatlessthanhalfofthegirlshadanyexperiencewiththeprimarytoolsandmaterialswith
theexceptionofribbonandbowmaking.
Themostintegraldatagatheredwasthatoftheiroverallinterestinthelearningtask.
OverallExperienceandInterest
100%
80%
60%
No
40%
Yes
20%
0%
Evermadeacorsageor
boutonniere
Wouldyouliketolearn
Itwasdeterminedthatnearlyallofthegirlshadneverparticipatedinthemakingofaboutonniereorcorsage
andthatnearlyallwouldbeveryinterestedtoacquiretheskill.
Page10
Part2b.DescriptionoftheLearningContext
Part2b.1:Learningcontext
ThelearnerswillbeparticipatinginthelearningtasksintheEastHalloftheschool.Itisanareawidelyusedfor
extracurricularactivitiessinceitiscentrallylocatedandhasaccesstoallcommonfacilitiessuchaslavatoriesand
fullkitchenamenities.Theroomiswelllitwithbothartificialandnaturallightaswellasbeingwellventilated.
TheHallisequippedwithmanylargetableswhichfunctionwellforthisparticulartypeofdemonstrationand
learningprocess.Thereisampleroomforaleadtableandvideoplaybackequipmenttoaidinfacilitatingthe
learningtask.
Accordingtotheschooladministrationthedayoftheclassthecustodialstaffwillneedtobringinandsetupthe
instructorstable,videoplaybackequipmentandpodiumifnecessary.Otherwisetheroomissufficiently
equipped.
Itwasnotedduringtheneedsanalysisthatthedemonstrationsandlearningprocessshouldbefacilitatedbyor
taught,byoneoftheFatherDaughterDancesubcommitteepersons.Thiswasinanefforttobuildconfidence
inthespiritofbeinginthistogether.Inotherwords,ifIcandothis,socanyou.Thiswouldbeconsideredan
additionalfamilyandrelationshipbuildingcomponentofthelearningevent.
Part2b.2:Transfercontext
Thetransferofcontentwillbeginimmediatelyuponcompletionofthelearningtasks.Thelearnerswillhave
gainedalloftheexperiencenecessarytopartakeinboutonniereandcorsagedesignandconstruction.
Whenevertheyencounterasituationwhereaformalorsemiformaloccasionisgoingtooccurtheywillhave
theskillstopickappropriateflowers,fillersandmaterialstodesignandconstructacustomboutonniereand
corsage.Theseskillscouldalsobetransferredatalatertimetheirlifewhenlookingforemployment.
Page11
Part2c.DescriptionoftheLearners
The38learnersare11to13yearoldsixthgradegirls.Theywillallparticipateinthelearningtasktogetheras
group.TheyarepredominantlyCaucasianofEuropeandescent.TheprimarylanguageisEnglish.Theyare
derivedfromwelleducated,uppermiddleclassfamilies.Theaveragefamilysizeis4.5persons.Mostlivewith
bothnaturaloradoptiveparents.Asdeterminedthroughtheinformationgatheredintheneedsanalysissurvey
mostofthegirlshavealittleornoexperiencewithboutonnieresandcorsagesfromausageorconstruction
perspective.Mostofthegirlswhilefamiliarwiththecommonflowertypes,fillerandfoliagedidnothaveprior
knowledgewithrespecttotheatypical.Theirknowledgeandexperiencewithfloraldesigntoolsandmaterials
wasrelativelynarrow.Withtheexceptionofoneoutliernoneofthegirlshadevermadeboutonnieresor
corsagesandallbutonewaswillingparticipanttolearn.
Page12
Part2d.TaskAnalysisFlowChart
Page13
Page14
Page15
Page16
Page17
Page18
Page19
Part3.Planning
Part3a.LearningObjectives(list)
1. GivenaSpecialOccasionlearnerswillbeabletoidentifyanddefineappropriateflowerusage.
a. ForaBoutonniere.
b. ForaCorsage.
i. ForaPinon
ii. ForaWrist
2. GivenasetofFlowerslearnerswillbeableto;
a. IdentifyallRoses.
b. IdentifyallDaises.
c. IdentifyallCarnations.
d. IdentifyallOrchids.
3. Giveaflowerlearnerswillbeabletoidentify6basicparts
a. TheHead
b. ThePetals.
c. TheThroat.
d. TheCalyx.
e. TheStem.
f.
TheLeaves.
4. GivenasetofFloralFillersandFoliagelearnerswillbeableto;
a. IdentifyallFerns.
i. IdentifyaFrond.
b. IdentifyallIvy.
c. IdentifyallBearGrass.
d. IdentifyallBabysBreath.
i. IdentifyaCluster.
5. LearnerswillbeabletocansummarizeTraditionalFlowerpreparation.
6. GivenasetofFloralToolsandMaterialslearnerswillbeableto;
a. Identifyallusedforcuttingandtrimmingflowersandfoliage.
b. IdentifyallthoseusedforTraditionalFlowerpreparationandassembly.
Page20
7. GivenaCarnation,tape,andwireusingfloraltoolslearnerswillbeabletorecallthestepsnecessaryto
prepareaflowerusingtraditionalmethods.
a. Cutandtrim
b. Wire
c. Wrap
8. LearnerswillbeabletosummarizeModernFlowerpreparation.
9. GivenasetofFloralToolsandMaterialslearnerswillbeableto;
a. IdentifyallthoseusedforModernFlowerpreparationandassembly.
10. GivenaCarnationandfloraladhesiveusingfloraltools;learnerswillbeabletorecallthestepsnecessary
toprepareaflowerusingmodernmethods.
a. Cutandtrim
b. adhere
11. Given flowers and foliage using floral tools; learners will be able to prepare flowers for Boutonniere
usingtraditionalmethods.
a. Determinecolorofflower
b. Determinefoliage
c. Cutandtrim
d. Wire
e. Wrap
12. Given prepared flowers and foliage using floral tools; learners will be able to assemble a Boutonniere
usingtraditionalmethods.
a. Cutandtrim
b. Wire
c. Wrap
d. Appraise,evaluateandmodifydesign
13. Givenalengthofribbon,learnerswill beabletorecallthestepsnecessarytotieand prepareawrist
Corsagetiewithbow.
a. Determinecolor
b. Constructingthetie
c. Constructingbow
14. Givenaflower,floralfillers,andusingfloraltools;learnerswillbeabletoprepareflowersandfoliagefor
aWristCorsageusingmodernmethod.
Page21
a. Determinecolorofflower
b. Determinefoliage
c. Cutandtrim
15. Givenpreparedflower,floralfillers,floraladhesiveusingfloraltools;learnerswillbeabletoassemble
flowersandfoliageforaWristCorsageusingmodernmethod.
a. Cutandtrim
b. Adhere
c. Appraise,evaluateandmodifydesign
16. GivenafullyassembledBoutonnierelearnerswillbeabletoimplementpackagingfortransport.
17. GivenafullyassembledCorsagelearnerswillbeabletoimplementpackagingitfortransport.
Page22
Part3b.MatrixofObjectives,Bloom'sTaxonomy,andTypesofLearning.
ObjectiveNumber(1)
1.
1.a
1.b
1.b.i
1.b.ii
2.
2.a
2.b
2.c
2.d
3.
3.a
3.b
3.c
3.d
3.e
3.f
4.
4.a
4.a.i
4.b
4.c
4.d
4.d.i
5.
6.
6.a
6.b
7.
7.a
7.b
7.c
8.
9.
9.a
10.
10.a
10.b
11.
BloomsTaxonomy
Classification(2)
Knowledge
Comprehension
Comprehension
Comprehension
Comprehension
Knowledge
Comprehension
Comprehension
Comprehension
Comprehension
Knowledge
Comprehension
Comprehension
Comprehension
Comprehension
Comprehension
Knowledge
Comprehension
Comprehension
Comprehension
Comprehension
Comprehension
Comprehension
Comprehension
Comprehension
Knowledge
Comprehension
Comprehension
Imitation
Imitation
Imitation
Imitation
Comprehension
Knowledge
Comprehension
Imitation
Imitation
Imitation
Manipulation
PrimaryTeaching
Strategy(3)
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Supplantive
Generative
TypesofLearning(4)
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Declarative
Concept
Procedural
Psychomotor
Psychomotor
Psychomotor
Declarative
Declarative
Concept
Procedural
Psychomotor
Psychomotor
Procedural
Page23
11.a
11.b
11.c
11.d
11.e
12.
12.a
12.b
12.c
12.d
13.
13.a
13.b
13.c
14.
14.a
14.b
14.c
15.
15.a
15.b
15.c
16.
17.
Apply
Apply
Manipulation
Manipulation
Manipulation
Manipulation
Manipulation
Manipulation
Manipulation
Evaluation
Imitation
Apply
Imitation
Imitation
Manipulation
Apply
Apply
Manipulation
Manipulation
Manipulation
Manipulation
Evaluation
Apply
Apply
Generative
Generative
Supplantive
Supplantive
Supplantive
Generative
Supplantive
Supplantive
Supplantive
Generative
Generative
Generative
Supplantive
Supplantive
Generative
Generative
Generative
Supplantive
Generative
Supplantive
Supplantive
Generative
Supplantive
Supplantive
Concept
Concept
Psychomotor
Psychomotor
Psychomotor
Procedural
Psychomotor
Psychomotor
Psychomotor
Concept
Procedural
Concept
Psychomotor
Psychomotor
Procedural
Concept
Concept
Psychomotor
Procedural
Psychomotor
Psychomotor
Concept
Procedural
Procedural
Page24
Part3c.ARCSTable
ProjectGoalStatement:Thetargetaudienceforthisprojectwillbeagroupof6thgradegirls.Theclasswill
consistofaoneandhalfhoursessionspertainingtoappropriateflowertypes,preparation,andvarioushowto
examplesandflowerpreparationpractice.Thesecondoneandhalfhoursessionwillbespentdesigningand
creatingaboutonniereandcorsageforaspecialoccasion.
ATTENTION
A.1PerceptualArousal
Theinstructorwillpassaround3or4sampleboutonnieresandcorsagesforthelearnerstoadmireand
investigate.
Theinstructorwillaskthelearnerstodefineboutonniereandcorsage,whileprovidingadefinition.
Theinstructorwillaskthelearnerstoexpressthepurposeandusageofboutonniereandcorsage,while
providinganexplanation.
Theinstructorwillinquireastowhetherornotitwouldbenicetomakeoneofeachforthemselvesand
theirdatefortheupcomingFatherDaughterDance.
A2.InquiryArousal
Theinstructorwillinformthelearnersaboutthetwodistincttypesofboutonniereandcorsage
construction,traditionalandmodernmethods.
TheinstructorwillinquireastowhetherornotthelearnerscanreadilynotethedifferencesintheMethod
fromthesamples.
A3.Variability
Theinstructorasksthelearnerstothinkaboutwhichoftheparticularboutonnierestheypreferintermsof
flowers,foliage,andbasicarrangement.
Theinstructorasksthelearnerstothinkaboutwhichoftheparticularcorsagestheypreferintermsof
flowers,foliage,andbasicarrangement.
RELEVANCE
R1.Goalorientation
TheinstructorwillrevisittheAnalysisSurveywhere99%oftheresponsesstatedtheywouldliketolearnto
makeboutonnieresandcorsages.
R2.Motivematching
Theinstructorwillindicatedthatanypriorknowledgeorexperiencewithrespecttocriticalflowerparts,
flowerandfoliagetypes,tools,andmaterialscouldbeuseful.
Theinstructorwillaskthelearnerstoidentifycriticalflowerparts,flowerandfoliagetypes,andmaterials
usingthesampleboutonnieresandcorsagesprovided.
Theinstructorwillaskthelearnerstoidentifycriticalflowerparts,flowerandfoliagetypes,andmaterials
usingtoolsandmaterialprovidedfortheflowerpreparationandassemblycomponentofthetask.
R3.Familiarity
TheinstructorwillrevisittheAnalysisSurveywhichindicatedthepotentiallearnersexhibitedsome
experiencewithcertainaspectsofboutonniereandcorsageconstructioncomponents.
Page25
CONFIDENCE
C1.Learningrequirements
TheinstructorwillplayanInstructionalvideopresentationtodemonstrateflowerpreparationandassembly
foratraditionallypreparedboutonniere,
Theinstructorwillthenguidethelearnersthroughtheprocessforaprototypeusingacarnation.
TheinstructorwillplayanInstructionalvideopresentationtoillustrateflowerpreparationandassemblyfor
amodernpreparationofacorsage.
Theinstructorwillthenguidethelearnersthroughtheprocessforaprototypeusingacarnation.
C2.Successopportunities
Theinstructorwillgivepersonalattentiontoseethateachstepisaccuratelyaccomplished.
Oncetheinstructorandlearnershavesuccessfullycreatedtheirprototypestheinstructorwillencourage
individualefforts.
C3.Personalcontrol
Theinstructorwillaskthelearnerstorecallthestepsnecessarytoprepareandassembleaboutonniere
usingtraditionalmethodswiththeflowers,foliageandmaterialsoftheirchoice.
Theinstructorwillaskthelearnerstorecallthestepsnecessarytoprepareandassembleacorsageusing
modernmethodswiththeflowers,foliageandmaterialsoftheirchoice.
SATISFACTION
S1.Naturalconsequences
Oncetheboutonniereandcorsagehavebeensuccessfullyconstructedtheinstructorwillillustratethe
properpackaging.
Theinstructorwillhelpthelearnerspackagetheirfinishedproductinpreparationforthepresentationat
theFatherDaughterDance.
S2.Positiveconsequences
Theinstructorwillfacilitateaconversationreflectingonthelearnerssenseofaccomplishmentincreating
theirownboutonniereandcorsage.
Theinstructorwillaskthelearnerstoshareothersituationswheretheymightusetheskillsgainedto
preparesimilarflowerforotheroccasions.
S3.Equity
Theinstructorwillaskeachlearnertowriteabriefstatementabouttheirfeelingsconcerningthe
accomplishmentandwhatsignificanceifanytheyfeelitholds.Thiswillbeincludedwithascrapbook.
Theinstructorwillinformthelearnersthatthenightoftheeventapicturewillbetakenofthenwiththeir
datewearingtheircreationsfortheFatherDaughterDancescrapbook.
Keller,J.M.(1987).Thesystematicprocessofmotivationaldesign.Performance&Instruction,26(9/10),18.
Page26
Part4.InstructorGuide
Preparation
Theinstructorwillreporttothefacility;
Thelaptopcomputer,documentcameraandprojectorequipmentandscreenshouldbesetupandreadyfor
theclass.
Theflowers,foliage,toolsandothermaterialsshouldhavebeendeliveredandreadytoproceed.
Introduction
AcquireLearnersAttention
Theinstructorwillgainthelearnersattentionby:
First,thepassingaround3or4sampleboutonnieresand3or4samplecorsagesforthelearnerstoadmire
andinvestigate.
Then,theinstructorwillaskthelearnerstodefineboutonniereandcorsage,whileprovidingadefinition.
Theinstructorwillthen,informthelearnersaboutthetwodistincttypesofboutonniereandcorsage
preparationandassembly,traditionalandmodernmethodsandexplains.
TraditionalPreparationinvolveswiringandtapingtheflowersandsometimesfillerandfoliagetogive
themextrasupporttoavoiddroopingwhichwillextend life of their beauty. Traditional Preparation is time
consuming and tedious, but worth the effort.
ModernPreparationismuchlesstimeconsumingandhasbecomepopularwiththeadventof
technologysuchasfloraladhesive.Overtimetheseadhesiveshavebecomeastapleintheworldof
floriculturedesignandwillholdflowerstightlyinplaceforextendedperiodsoftime.
Next,theinstructorwillaskthelearnerstoexpressthepurposeandusageofboutonniereandcorsage,
whileprovidinganexplanation.
EstablishaPurpose
Theinstructorwillestablishthepurposeoftheproject:
TheinstructorwillinquirewhetherornotthelearnersareexcitedabouttheupcomingFatherDaughter
Danceandinformthelearnersthatinpreparationfortheeventtheywillbedesigningandcreatingaspecial
occasionboutonnierefortheirdateandacorsageforthemselves
Stimulatethelearnersattentionandmotivation
Theinstructorwillstimulatethelearnersandprovideadditionalmotivationfortheproject:
Theinstructorasksthelearnerstothinkaboutwhichoftheparticularsampleboutonnierestheypreferin
termsofflowers,foliage,andbasicarrangement.
Page27
Theinstructorasksthelearnerstothinkaboutwhichoftheparticularsamplecorsagestheypreferinterms
offlowers,foliage,andbasicarrangement.
Asthefinalsteptowardmotivationtheinstructorwillreviewthebasiccomponentsfortheclassby
reviewingaGoogleDocspresentation,AreYouReadytoPrepareandAssembleFlowerstovisuallycover
thefollowingcomponents:
Areviewofflowertypesfortheirboutonnieresandcorsages
Areviewofflowerpartcriticaltoboutonniereandcorsageassembly
Areviewoffoliageandfillersusedinboutonniereandcorsageassembly
Asubsequentelementofmotivationwillincludeidentifyingtheindividualfloraltoolsandmaterialsatthe
learnersstationbynameandusage.
Body
PartILearninghowtoprepareflowersusingTraditionalMethods
Theinstructorwillbeginbydistributingabriefassessmentdocument;CriticalFlowerParts,FoliageandFiller
PostPresentationAssessment,thelearnerswillrecallinformationacquiredinthepreviouspresentationinan
efforttopreparethelearnersforthenextphase.
TheinstructorandlearnerswillviewaVideoPresentationfromtheFloralDesignInstitutefeaturingLeanne
KesslercalledBasicWiringandTapingTechniques,MasteringanEssentialFloristSkill.
ThisvideowilldemonstratethewiringandtapingtechniquesusedinTraditionalpreparationandassembly.
Threewiringtechniqueswillbecovered;
Piercingusedforsuchasrosesandcarnations
Hairpinusedforsuchasdaisies
Clutchusedforfillersuchasbabysbreath
Thevideothenexhibitshowtowrapeachwiredflowerusingfloraltapeinpreparationtouseinthe
assembly.
Oncethevideopresentationiscompletetheinstructorandlearnerswillgatherthenecessarymaterials;
ACarnation,floraltrimmer,wireandfloraltapetoperformtheirownflowerpreparationbyrecallingthe
steps.
Thiswillincludecuttingthefloweroffofthestem
Oncethestemhasbeenseparatedthestemwillbewiredusingthehairpintechnique,thiswillgivethe
learnersachancetopracticewrappingastem.
Page28
Afterwrappingjustthestemthecarnation,itselfwillbewiredusingthepiercingtechniqueandwrapped.
Intheeventtherearemishapssuchasbrokenstems,wiringorwrappingdifficultiesadditionalflowerswill
beavailableforasecondattempt.
Attheendofthisportionofthetasktheinstructorandthelearnerwillhavepreparedacarnationforassembly
asaprototype.
PartIIPreparingandAssemblingaBoutonniereusingTraditionalMethods
KesslercalledBoutonniereBasics.
Thisvideowillillustratehowtoprepareandassembleabasicspecialoccasionboutonnieres.
Theinitialpartofthevideowillhelplearnersrecallthestepsnecessarytocut,wireandwrapflowersfor
assemblyusingall3techniquespreviousillustrated.
Thevideocontainsadditionaldetailsconcerningfoliagepreparation
Andfinallythevideowilldetailtheassemblyoftheboutonniere.
Oncethevideopresentationiscompletetheinstructorandlearnerswillgatherthematerialsnecessary;
Thefloweroftheirchoice;roseordaisy,foliageoftheirchoice;fernorbeargrass,floraltrimmer,wire,and
floraltapetoprepareandassembletheboutonniere.
Theinstructorandlearnerswillbeaskedtorecallthestepsnecessarytopreparetheflowerandfoliagefor
assemble.
Theinstructorandlearnerswillbeaskedtorecallthestepsnecessarytoassemblethepreparedflowerand
foliagetocreateaboutonniere.
Intheeventtherearemishapssuchasbrokenstems,wiringorwrappingdifficultiesadditionalflowersand
materialswillbeavailableforasecondattempt.
Attheendofthisportionofthetasktheinstructorandthelearnerwillhavesuccessfullycreatedaboutonniere.
PartIIPreparingandAssemblingaCorsageusingModernMethods
KesslercalledTheEasiestWristCorsageEver.
Thisvideowillillustratehowtoprepareandassembleabasicspecialoccasionwristcorsage.
ThevideoillustrateshowtousetheModernMethodofflowerpreparationandassembletocreatea
corsage.
Thefirstpartofthevideodetailsthestepsnecessarytocreatearibbontieforthewristcorsage.
Page29
Afterviewingthefirst4minutesofthecorsagevideotheinstructorandlearnerswillgatherwillgatherthe
materialsnecessary;
Theflower,thistimeanorchid,inacoloroftheirchoice,recallingthedesigntipsfromthevideo;three
lengthsofribbonincolorsoftheirchoice,foliage,andfloraladhesive.
Recallingthestepsrequiredtheinstructorandlearnerswillcreatethecorsagetiewithbow.
Oncethecorsagetieshavebeensuccessfullyassembledthevideopresentationwillresumeforthe
demonstrationofthecorsageassemblyusingModernMethods.
Afterviewingthefinalstepsofthedemonstrationtheinstructorandlearnerswillredirectthemselvestothe
materialsandassemblethewristcorsage.
Intheeventtherearemishapssuchasbrokenstems,oradhesivedifficultiesadditionalflowers,foliageand
ribbonwillbeavailableforasecondattempt.
Attheendofthisportionofthetasktheinstructorandthelearnerwillhavesuccessfullycreatedaspecial
occasionwristcorsage.
PartIVPackaging
Nowthatboththeboutonniereandcorsagehavebeensuccessfullyassembledtheinstructorandlearnerswill
placetheboutonniereandcorsageinpackagesfortransportationandpresentation.
Conclusion
Theinstructorwillsummarizeandreviewtheoverallaccomplishmentsandthegoal;tocreateaspecial
occasionboutonnieresandcorsagefortheupcomingFatherDaughterDance.
Theinstructorwillaskeachlearnertowriteabriefparagraphoneortwosentencestodescribetheirsense
ofaccomplishment.
Thelearnerswilltakeabriefsurveyregardingthecontentofthesessionsandtheiroverallexperience.
Page30
Part5.LearnerContent
Part5a.Learningmaterials
LearnerMaterials
InstructorGuide
FourSampleBoutonnieres
FourSampleCorsages
PresentationPhotoImagesofFlowerswithcritical
parts,FoliageandFiller
UbloomVideoLibrary
1. BasicWiringandTapingTechniques,
MasteringanEssentialFloristSkill
Purpose
Thisdocumentwillhelptheinstructorinfacilitatingthe
class.
Thesewillbeusedtoassessthedifferenttypesandstyles
ofboutonnieres
Thesewillbeusedtoassessthedifferenttypesandstyles
ofcorsages
Thiswillbeusedtoillustratethevariouscriticalpartsof
flowersusedduringpreparationandassembly,Foliage
andFiller
http://bit.ly/CritialFlowerParts
Specificvideopresentationswillbeviewedbythe
instructorandlearnersinordertoseedemonstrationsof
flowerpreparationandassembly
http://bit.ly/uBloomFlowerPrep
2. BoutonniereBasics
3. TheEasiestWristCorsageEver
FreshFlowers,FoliageandFiller
FloralTools;floraltrimmerandwirecutter
FloralMaterials;floralwire,floraltape,floral
adhesive
ClearPlasticPackagingBox
http://bit.ly/UbloomBoutBasics
http://bit.ly/UBloomCorsage
Thesewillbeusedtopracticetheproceduresoutlined
duringthevideopresentationtocreateaprototype,the
boutonniereandcorsage.
Thesewillbeusedtopackagethefinishedproduct
Page31
Part5b.Formativeand/orSummativeAssessmentmaterials
AssessmentMaterials
CriticalFlowerParts,FoliageandFillerPost
PresentationAssessment
Completionofprototype
CompletionoftheBoutonniere
CompletionoftheCorsage
Reflectionparagraphandphoto
SessionRubric
Purpose
Thispurposeofthisassessmentistoreinforcethe
informationpresentedtoassurethatthelearnershave
adequatedeclarativeknowledgeregardingflowerparts
criticaltothepreparationandassemblyprocessaswellas
knowledgeoffillerandfoliage.
SeeAppendixB
Thesuccessfulcompletionofthecarnationprototypein
thefirstsessionisthemostreliablemeasurethatthe
learnercanapplytheproceduralrulestoprepareflowers,
i.e.cut,wireandwrap,forassembly.
Thesuccessfulcompletionofthepreparationand
assemblyoftheboutonniereisthemostreliablemeasure
thatthelearnercanapplytheproceduralrulestoprepare
andassemble.
Thesuccessfulcompletionofthepreparationand
assemblyofthecorsageisthemostreliablemeasurethat
thelearnercanapplytheproceduralrulestoprepareand
assemble.
Thereflectionparagraphwillgivethelearnerthe
opportunitytocontemplatetheknowledgeandskills
gained.
Thisrubricwillbeusedforoverallsessionevaluationto
determineiftheobjectiveswheremet,indicate
improvementsrequiredandthelevelofsatisfactionof
thelearners.
SeeAppendixC
Page32
Part5c.TechnologyToolJustification
Thefollowingisacomprehensivelistofthetechnologytoolsusedtoconductthelearningtaskandthe
underlyingprinciplesandjustificationfortheiruse.
TechnologyTool
ElmoTT02RXTeachersToolDocumentCamera&
ViewsonicPro8100LCDProjector
DellLaptopPCwithwirelessinternetaccess
GoogleDocsPresentation:AreYouReadyto
PrepareandAssembleFlowers?
UbloomVideoLibraryPresentationfromtheFloral
DesignInstitutefeaturingLeanneKesslerentitled
BasicWiringandTapingTechniques,Masteringan
EssentialFloristSkill.
BoutonniereBasics.
TheEasiestWristCorsageEver.
Rationale
ThistechnologywillbeusedtoviewtheGoogleDocand
videopresentationportionofthesessions.
Thistechnologywillbeusedasaconduittofacilitate
linkingtoandviewingtheGoogleDocandvideo
presentationportionofthesessions.
Thispresentationwascreatedspecificallyforthese
sessionstocoverthedeclarativeknowledgegapsthat
mayexisttohelpensureasuccessfullearningexperience.
Theflowers,flowerparts,fillerandfoliagecoveredare
domainspecifictothesesessionsandtheselearners.
IwaspersonallyencouragedJ.Schwanke;CEOuBloom/LLC
andFlowerExpertatuBloom.com,toutilizeLeannesVideo
Librarytopresenttheessentialsofflowerpreparationusing
anexpertsconciseandeffectiveapproach.This
fundamentalskillmustbeacquiredbeforesubsequentstep
canbeaccomplished.Theuseofexpertterminology,
explanation,anddemonstrationcanonlyfortifythe
learnersexperience.Thisapproachalsoalleviatesthe
instructor/facilitatorfromneedinganabundanceofexpert
knowledge.
IwaspersonallyencouragedJ.Schwanke;CEO
uBloom/LLCandFlowerExpertatuBloom.com,toutilize
LeannesVideoLibrarytopresentthepreparationand
assemblyofaboutonniereusinganexpertsconciseand
effectiveapproach.Theuseofexpertterminology,
explanation,anddemonstrationcanonlyfortifythe
learnersexperience.Thisapproachalsoalleviatesthe
instructor/facilitatorfromneedinganabundanceof
expertknowledge.
IwaspersonallyencouragedJ.Schwanke;CEO
uBloom/LLCandFlowerExpertatuBloom.com,toutilize
LeannesVideoLibrarytopresentthepreparationand
assemblyofasimplewristcorsageusinganexperts
conciseandeffectiveapproach.Theuseofexpert
terminology,explanation,anddemonstrationcanonly
fortifythelearnersexperience.Thisapproachalso
alleviatestheinstructor/facilitatorfromneedingan
abundanceofexpertknowledge.
Page33
Part6.FormativeEvaluationPlan
Part6a.ExpertReview
IdiscoveredthroughForumPoststhatoneofmyInstructionalDesignclassmates,TammyPricehastaughtHigh
SchoolFloricultureforeightyearsaswellashavingworkedintheFloralIndustry.IapproachedTammyearlyin
thedesignprojecttoseeifshewouldbeinterestedinparticipatingasmySMEandsheagreed.OnDecember2,
2010IhaveforwardedallthepertinentinformationtoheraswellasanExpertReviewSurvey.Iamexpecting
herreviewandcritiquebyDecember8,2010.
Part6b.OnetoOneEvaluation
InordertoconducttheOnetoOneEvaluationIwouldaskforstudentcouncilgirlvolunteersfromthe5th
through8thgrades.ThiswillhelptoensureIgetasamplingwhichrepresentslearnersofaverage,learners
slightlyaboveaverage,andlearnersslightlybelowaverageskills,(Smith&Ragan,2005).ForthisevaluationI
wouldselecttwoorthreeofthemostarticulateandthoughtfulvolunteers.Iwouldgiveacopyofthewritten
material,GoogleDocspresentation,declarativeknowledgeassessment,videopresentations,andmaterialsto
performthelearningtasks.Sincethepointofthisactivityistofindmisspellings,printingerrors,ambiguous
directionsandthelike;Iwouldaskthemiftheycouldtaketimetonotonlyworktheirwaythroughthematerial
toaccomplishthetaskbutalsotomakenotesintheircopyastotypographicerrorsorsentencesandconcepts
theyfeltunclearorillpresented.AttheendoftheirevaluationIwouldaskthemiftheyfelttherewassufficient
contentforthemtoaccomplishthelearningtask.Iwouldalsoinquireabouttheirindividualoverallsatisfaction
andsenseofaccomplishment.
Part6c.SmallGroupEvaluation
AftertheOnetoOneEvaluationrevisionshavebeenappliedIwouldplantohavealocal6thgradeGirlScout
troupeparticipateusingthematerialtoaccomplishtheSmallGroupEvaluation.GirlScouttroupesarealways
lookingforserviceprojecttocreateandbestowuponthecommunity.Nottomentiontheytypicallyhavealarge
budgetforsuchendeavors.Sincethisphaseofevaluationistodeterminehowwellthematerialworkswhen
presentedwithoutdesignerinvolvementandwhetherornotitwillaccomplishitsgoalwithamorediverseset
ofparticipants;thelearningmaterialswouldbegiventothetroupeleaderandshewouldconducttheclass.As
thedesignerIwouldparticipateonlyasanobserver.DuringthistimeIwouldtakenotesasto;
1.
2.
3.
4.
Thelevelofacceptancereceivedbythematerial.
Howwellthelearnersgraspedtheoverallconcepts.
Howwellthelearnerswereabletoperformthetasksgiventheinformationpresented.
Ifthelearnershadsufficienttimetoaccomplishindividualgoalsaswellastheoverallgoal.
Page34
AtasubsequentGirlScoutmeetingIwouldsupplyawrittenquestionnaire,verysimilartotheSpecialOccasion
BoutonniereandCorsageCreationRubric,todeterminespecificdeficienciesperceivedonanindividualbasis.
TheinformationgatheredthroughmyobservationsduringtheGirlScoutclassaswellasthequestionnaire
wouldbeappliedtothelearningmaterialbeforetheFieldTrial.
Part6d.Fieldtrial
TheonlywayIcouldenvisiontosuccessfullyconductFieldTrialsofthemagnitudedescribedinthetext,i.e.
instructionalmaterialshouldbetriedwithatleastthirtystudentsatthisstage(Smith&Ragan,2005),wouldbe
toofferthelearningtaskmaterialstooneoftheotherschoolswithinthearea.Aschoolwithasmallornon
existentartprogramwouldbegoodcandidate.Intheeventoneoftheschoolswouldconsiderthepresentation
oftheInstructionIwouldutilizethelearnerbasetoestablishthesignificanceoftherevisionsmadeinthe
previousevaluationphases,determineifthematerialissufficientforalargeaudience,aswellasifthereareany
gapsintheoverallorganizationofthelearningtask.Since,Iasthedesignerwouldnotbepresentduringthe
presentationoftheFieldTrialIwouldneedtoorganizeacommunicationandfeedbackconduitwiththe
administrationattheparticipatingschool.Iwouldpreparealistofquestionsforthefacilitator/instructoraswell
asquestionsforthelearners,verysimilartotheSpecialOccasionBoutonniereandCorsageCreationRubric.It
wouldbethroughthisconduitthatIwouldgathertheinformationnecessarytomakerevisionsbasedonthis
finalphaseofevaluation.SomeadditionalinformationIwouldwanttogatherisasfollows:
1. Wherethereanyadministrativeortechnicalproblemswiththematerialorformat.
2. Dothelearnershavetheexpectedentrylevelskills?
3. WastheinformationpresentedintheGoogleDocsPresentation:AreYouReadytoPrepare
andAssembleFlowers?enoughtofillthegapstoacquirethenextstep.
4. WastheassessmentforthepresentedintheGoogleDocsPresentation:AreYouReadyto
PrepareandAssembleFlowers?enoughdetermineacquisitionofknowledge?
5. WastheinformationpresentedintheUbloomVideoLibraryPresentationfromtheFloral
DesignInstitutefeaturingLeanneKesslerentitledBasicWiringandTapingTechniques,
MasteringanEssentialFloristSkill,enoughtosuccessfullyperformtheexpectedtasks.
DesignInstitutefeaturingLeanneKesslerentitledBoutonniereBasics,enoughto
successfullyperformtheexpectedtasks?
DesignInstitutefeaturingLeanneKesslerentitledTheEasiestWristCorsageEver,enough
tosuccessfullyperformtheexpectedtasks?
8. Ifthelearnershadsufficienttimetoaccomplishindividualgoalsaswellastheoverallgoal.
Page35
Part7.FormativeEvaluationReport
Part7a.EvaluationSurveyorRubric
BoutonniereandCorsageMakingProjectExpertReviewSurvey
Theobjectiveofthisprojectistoteachagroupof6thgradegirlshowtodesign,prepareandassemblea
boutonniereandcorsageforaspecialoccasion.Thesesessionsarehighlyproceduralinnatureanddemanda
highdegreeofpsychomotorskill.
ProjectGoal
Afterparticipatingintwooneandonehalfhourafterschoolsessionsthelearnerswillbeabletousethe
appropriateflowers,toolsandmaterialstoprepare,design,andassembleaboutonniereandcorsagefora
SpecialOccasion.
Pleaseevaluatetheinstructionalmaterialsprovidedwhichweredevelopedtosupportthisleaningtask.
1.InstructorGuideatemplatetoguidetheinstructor/facilitator.
2.GoogleDocspresentation;AreYouReadytoPrepareandAssembleFlowerscreatedspecificallyfor
thesesessionstocoverthedeclarativeknowledgegapsthatmayexisttohelpensureasuccessfullearning
experience.Theflowers,flowerparts,fillerandfoliagecoveredaredomainspecifictothesesessionsand
theselearners;Part5aLearningMaterials.
3.UbloomVideoLibraryPresentationfromtheFloralDesignInstitutefeaturingLeanneKesslerentitled
BasicWiringandTapingTechniques,MasteringanEssentialFloristSkillpresentingtheessentialsof
flowerpreparationusinganexpertsconciseandeffectiveapproach;Part5aLearningMaterials.
4.UbloomVideoLibraryPresentationfromtheFloralDesignInstitutefeaturingLeanneKesslerentitled
BoutonniereBasicspresentingthepreparationandassemblyofaboutonniereusinganexpertsconcise
andeffectiveapproach;Part5aLearningMaterials.
5..UbloomVideoLibraryPresentationfromtheFloralDesignInstitutefeaturingLeanneKesslerentitled
TheEasiestWristCorsageEverpresentingthepreparationandassemblyofasimplewristcorsageusing
anexpertsconciseandeffectiveapproach;Part5aLearningMaterials.
6.Formativeand/orSummativeAssessmentmaterialsMatrixuseddeterminetheacquisitionofthe
proceduralandpsychomotorskill;Part5bFormativeand/orSummativeAssessmentmaterials.
7.CriticalFlowerParts,FoliageandFillerPostPresentationAssessment;AppendixBCriticalFlowerParts,
FoliageandFillerPostPresentationAssessment
Page36
8.SessionRubricusedforoverallsessionevaluationtodetermineiftheobjectiveswheremet,indicate
improvementsrequiredandthelevelofsatisfactionofthelearners;AppendixCSessionRubric
Thankyoufortakingthetimetoprovidethiscriticalfeedback!
AcopyoftheliveformcanbefoundinAppendixDExpertSurvey.Theliveformcanbeaccessedusingthe
followinglinkhttp://bit.ly/ExpertSurvey.
Part7b.Reporttheresultsoftheexpertreview.
Thefollowingisthelistofquestionsposedtotheexpertaswellasherresponses.
Q. Doesthetaskseemachievableintheestimatedtimegiventheageandpriorknowledgelevelofthe
perspectivelearners?
A. Mostlyachievable
Q. Whatcomponent,ifanycouldbecompressedormodifiedtoaccomplishthegoal?
A. StudentsmightneedadditionalpracticetimetoperfectthemethodofusingFloralTape.Theycould
practiceonaplainwire(#20gaugeorheavier)afewtimesfirstbeforeattemptingtoFloralTapethe
flowers.Theageofthelearnersandtheirdexteritylevelwillhelpdeterminethis.
Q. DoestheamountofDeclarativeKnowledgecoveredintheGoogleDocspresentation;AreYouReadyto
PrepareandAssembleFlowersoftheclassseemssufficientgiventhepriorknowledgeexpressedinthe
NeedsAnalysisSurvey?
A. Yes,covered
Q. What,ifanyadditionalDeclarativeKnowledgeelementsneedtobecoveredtopreparethelearnersfor
thetask?
A. Youcoveredeverythingthelearnersneedtoknowtobegintheirproject.NoadditionalDeclarative
Knowledgeisneeded.
Q. DoestheDeclarativeKnowledgematerialpresentedappeartobeaccurateandcomplete?
A. Yes,accurateandcomplete
Q. Isthematerialpresentedinthemosteffectiveorderforthelearnerstosuccessfullyaccomplishthe
task?
A. Yes,effective
Q. Whatorderwouldbemoreeffectiveandefficientforsuccess?
Page37
A. Definitelycorrectorder.YouhavethestepslistedinthebestorderIbelieve.Everystepbuildsonthe
next.
Q. IsthespecificmaterialcoveredintheUbloomVideoLibrarypresentations;BasicWiringandTaping
Techniques,BoutonniereBasics,TheEasiestWristCorsageEversufficientforthelearnersto
accomplishthelearninggoal?
A. Mostly,sufficient
Q. What,ifanyadditioninformationwouldbenecessary?
A. Justmakesurethereisademonstrationcomponentfortheinstructortocompleteeachproject/step
liveandinfrontofthelearners.Theinstructorneedstobeconfidentinusingthestepsandcompleting
theproject.
Q. Isthecreationoftheprototypeenoughhandsonexperiencetoenablethelearnerstosuccessfully
preparetheboutonniere?
A. Almostenough
Part7c.CommentsonChange
BasedonthecriticalfeedbackprovidedbytheSubjectMatterExpertIfeelrelativelyconfidentthatthelearning
taskisachievable.Theexpertscommentsindicatethatthecontentisaccurateandcompletetoaccomplishthe
task.
Intermsofchanges,itappearsthatanadditionalstepshouldbeaddedtothefirstsession.Takingintoaccount
theageofthelearnersandtheirdexterityleveltheexpertbelievesthatsomeadditionalpracticeonthetaping
techniquewouldbeappropriate.Iwouldprobablyaddasteptohavethelearnersperformsomeataping
activityusingaplainwire(#20gaugeorheavier)beforetheyactuallywireandtapethecarnationtocreatethe
prototype.
TheotherchangeIwouldmakeistotheinstructorguidetoaddspecificinstructionsthattheinstructormust
performeachstepoftheprocesspriortoandinconcertwiththelearners.Thiswillhelptheinstructorssenseof
confidenceaswellputtingthelearnersateaseandreassuringthemofthetasksachievability.
AsIhavelearnedduringmytenureinInstructionalDesign(EDTECH503)andasstatedrathereloquentlyinthe
InstructionalDesignModelofG.Morrison,S.RossandJ.Kemp;IDisanuninterruptedserieswithrevisions
constantlytakingplace(Morrison,Ross,&Kemp,2007).Iamquiteconfidentthateachpresentationofthis
learningtaskwillfosterinnovationsandmodificationstothefundamentalcoreofthematerial.
Page38
Part8.AECTStandardsGrid
ProfessionalStandardsAddressed(AECT)
Thefollowingstandards,developedbytheAssociationforEducationalCommunicationsandTechnology(AECT),
andusedintheaccreditationprocessestablishedbytheNationalCouncilforAccreditationofTeacherEducation
(NCATE),areaddressedtosomedegreeinthiscourse.Thenumbersofthestandardscorrespondtothe
numbersnexttothecoursetasksshowonthelistofassignments.Notallstandardsareaddressedexplicitly
throughstudentwork.
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
X
X
X
X
X
X
ID Projects 1 & 2
ID Projects 1
ID Projects 1 & 2
ID Projects 1 & 2
ID Project 2
Selected Discussion Forums; ID Project 2
X
X
ID Project 2
ID Project 1
X
X
ID Project 02
Reading Quiz; ID Projects 1 & 2
(all assignments)
(all assignments)
ID Project 2
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 2
ID Project 2
Page39
COURSEGOALS&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.
a. Describe the rationale for and processes associated with needs, learner,
context, goal, and task analyses
i.
Create and conduct various aspects of a front-end analysis
ii.
Identify methods and materials for communicating subject matter that

are contextually relevant
Page40
b. Describe the rationale for and processes associated with creating design
documents (objectives, motivation, etc.)
i.
Construct clear instructional goals and objectives
ii.
Develop a motivational design for a specific instructional task
iii.
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
Page41
Appendices
AppendixASurvey
Page42
Page43
AppendixBCriticalFlowerParts,FoliageandFillerPostPresentationAssessment
ThisPencilandPaperAssessmentFormwillbeusedtoreinforcethedeclarativeknowledgepresentedonthe
presentationcoveringflowers,criticalparts,foliageandfillerswhilehighlightingthetoolsofthetrade.Itcanbe
usedforformativeandsummativeevaluation.
Page44
UsingtheCarnationbelowlabelthecriticalflowerpartsasdiscussedearly
inthesession.
Page45
UsingtheRosebelowlabelthecriticalflowerpartsasdiscussedearlyinthe
session.
Page46
UsingtheDaisybelowlabelthecriticalflowerpartsasdiscussedearlyinthe
session.
Page47
UsingtheOrchidbelowlabelthecriticalflowerpartsasdiscussedearlyinthe
session.
Page48
UsingtheBabysBreathbelowlabelthecriticalflowerpartsasdiscussed
earlyinthesession.
Page49
Labelthefoliageorfillerasdiscussedearlyinthesession.
Page50
Page51
Page52
Matchtheimageswiththeirdefinition
__FloralWire
__FloralTrimmer
__FloralTape
__WireCutter
__FloralAdhesive
Page53
AppendixCSessionRubric
Thisrubricwillbeusedforformativeandsummativeevaluationoftheprojectfollowingsuccessfulcompletion
ofbothsessions.Itisananonymousrubricinordertogatherasincereappraisal.
SpecialOccasionBoutonniereandCorsageCreationRubric
PleaseanswerthefollowingquestionbyplacinganXinthecolumnthatmostaccuratelydescribesyour
experienceinthesessions.
Strongly
Agree
(5)
Doyoufeelthatyoulearnedenoughaboutflowers
andtheircriticalpartstosuccessfullypreparethe
flowers?
Doyoufeelthatthevideopresentationabout
flowerpreparationwasdetailedenoughtogiveyou
theabilitytopreparethecarnationprototype?
Doyoufeelthatyoulearnedenoughaboutthe
varioustypesoffoliageandfillerstousethem
successfully?
Doyoufeelthatyouhadampletimeandmaterials
topreparethecarnationprototype?
Doyoufeelthatthevideopresentationabout
boutonniereconstructionwasdetailedenoughto
giveyoutheabilitytoprepareandassemblethe
boutonniere?
toprepareandassembletheboutonniere?
Doyoufeelthatthevideopresentationaboutwrist
corsageconstructionwasdetailedenoughtogive
youtheabilitytoprepareandassemblethewrist
corsage?
toprepareandassemblethewristcorsage?
Doyoufeelthattheinstructor/facilitatorwas
attentiveandhelpful?
Areyouhappywiththeoutcomeofthesesessions?
Agree
(4)
Somewhat
Disagree
Agree
(2)
(3)
Strongly
Disagree
(1)
Page54
AppendixDExpertSurvey
Page55
Page56
Page57
Page58

Final ID Project 12-10-2010

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Final ID Project 12-10-2010

Hochgeladen von

Copyright:

Verfügbare Formate

Dianne R.

Create and conduct various aspects of a front-end analysis

Identify methods and materials for communicating subject matter that

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

Select appropriate media tools that support instructional design

d. Describe the rationale and processes associated with the formative

Create a plan for formative evaluation

Das könnte Ihnen auch gefallen