Shanda L. Veatch Instructional Design Project Report EDTECH 503 (4172): Spring 2009 Submitted to: Dr.

Ross A. Perkins May 10, 2009

Project Goal: Using preselected digital video clips and up to three audio selections, students will upload files to Microsoft Movie Maker to edit, trim and add sound tracking in the creation of a three to five minute demonstration video.

TABLE OF CONTENTS
Synthesis Reflection Paper 1. Instructional Design Project Proposal 2. Front-end Analysis Plan 3. Front-end Analysis Report 4: Goal Analysis Document 5: Subskills Analysis & Entry Behaviors Flowchart 6: Learner and Context Analysis 7: Outline of Instructional Objectives 8: Learner Assessment Document 9. Instructional Strategies Packet 10. Instructional Materials for Learners 11. Formative Evaluation Plan 12. Formative Evaluation Results (SME Review) Appendix 2 3 4 8 10 12 18 25 28 32 43 107 109 110

Synthesis Reflection
According to Smith and Ragan, instructional design is systematic and reflective. This requires instruction to be repeatable and ordered in such a way as to be adapted to meet the needs of the student. The objective of instruction is to see that the student has been altered in a specific way as a result of the instruction. While there are several models of instructional design and development, they are all variations of the same essential process, the ADDIE process: analysis, design, development, implementation and evaluation. Each part of the ADDIE process plays a critical role in the development of an Instructional product, but in this developers opinion, the evaluative process may be the most critical to the development of a meaningful product. The act of developing the instructional material cannot be understated, and while it plays a key role in producing worthwhile instructional design, it is only part of the whole design process. If a design product is properly evaluated, then this too is critical to its successful development. In learning the process instructional designers undertake in order to create successful projects, I have gained an appreciation for the systems approach designing instruction. Prior to embarking upon this project, I viewed instructional design as essentially linear in its approach, but upon its conclusion, I have come to the realization that it is, in fact, quite nonlinear. The systems aspect of instructional design requires extensive revision of each individual piece. As any segment of the process is impacted, so the entire product is impacted. Each step in the process needs to be revised to embrace any changes made at every step, including the evaluative process. This process will have a lasting impact on the implementation of all instruction that takes place in my classroom. I will be evaluating all instruction with a systems approach, so when choosing curriculum, when possible, I will have the tools to integrate instructional materials with a systematic eye for program selection. I have also found that there are many lessons that I have used that lie in the formative realm. I see now that many of these lessons have not reached their potential as instructional products, and should be revisited, evaluated and reconstructed in order to raise them to meet the design standards set forth in this course. It is easy, as an instructor, to move on to the next unit of instruction without revisiting. If time is taken at the end of the unit to review the instructional process of a given unit, the presentation will be superior when implemented in the classroom the following year. Educational technology and instructional design are closely linked. Educational technology is not limited to the use of media and technology in instruction; it is instruction as a technology. Instructional design, when properly executed must be viewed as technology as well. Technology in instruction, by its very nature, is systematic. Educational technology must be examined and evaluated by its components as well its educational goals. Instructional design is the first step in integrating technology into education. While educational technology can be considered a systematic approach for integrating instruction and instructional materials into the classroom, instructional design can be considered the path by which this takes place. This process, both systematic and reflective, allow for clarity in setting, maintaining and achieving clear educational goals. By breaking the process of instructional design into individual pieces and evaluating these pieces throughout development, instructional design lays the foundation upon which true educational technology can be built

Formal Proposal
Subject/Topic/Area: The purpose of my ID project will be to instruct users in the use of Windows Movie Maker. Audience: My target audience will be middle school educators. Rationale: There are many uses for media in the classroom. Supplementing instruction with media can streamline the instructional process. Teachers regularly seek new approaches to content delivery. By introducing them to the use of Movie Maker, which is a free and commonly installed program in the Windows platform, teachers will gain the knowledge necessary to edit pre-selected digital video clips in order to enhance their classroom instruction. Subject Matter Expert: My SME will be Emmy award winning video producer Joel Veatch, my brother and President of Flying Spot Entertainment.

Changes: My initial proposal included redundant information that needed to be edited from the audience section, as it was already outlined in the rationale section, where it was most appropriate. I restructured my SME sentence as a result of the communications I received on the discussion board. I also shifted my proposal from the creation and editing of digital video for opening day activities, to introducing them to the use of Movie Maker. The scope of the initial proposal was outside the time constraints of this project, which is to take place in a 3 to 4 hour session. This broader goal will allow for multiple uses by the learners in the long run.

Front-end Analysis Plan

PARTICIPANTS
How many people will you survey or interview to collect needs assessment data? (it should be at least ten). I will interviewing ten people to collect needs assessment data Where will you find these potential participants? These people will be teachers and staff at Gaiser Middle School. What are some of the characteristics of the participants? Gaiser teachers are educators grades 6-8. They range in age from the late 20s to the mid 60s. They teach English, Math, Science, dance and music.

LOGISTICS
What kind of instrument(s)/tools /techniques will you use to collect data for the analysis? (simply describe here; the actual artifacts will be appear after this page)

I will be conducting a survey of teachers as a means to determine the background knowledge and experience levels they have with video editing
What arrangements do you need to make to collect the data/input? I will be distributing these questionnaires to my colleagues early next week When do you plan to be collecting data for the front-end analysis? (the analysis report is due FEB 22, 2009) I will ask that they be returned by Wednesday, February 18, 2009 Where will the actual collection of data for the analysis take place? (online? On the street? In a school?) Be specific. The data will be collected at Gaiser Middle School

DATA COLLECTION INSTRUMENTS

Survey Video usage in the classroom takes many forms, whether in video/dvd format, online or interactive presentation. Creating custom video for our classroom can be a daunting but rewarding task. It can allow for a smooth, consistent and repeatable presentation, and can bring elements in to instruction that otherwise might not be possible. I am studying video editing and classroom instruction. Please take a few moments to answer the following questions about your background with this medium and the classroom.

1.

Do you use video (dvd/vhs) in your classroom?

Yes Yes Yes

No No No

2. Have you used online videos to share with your students? 3. Do you own a digital video camcorder? If so, what kind_________________________ 4. Do you have a laptop? 5. Which operating system do you use?

Yes XP

No Vista Linux

6. What is the year make and model of this computer? _________________________________ 7. What classes do you teach?______________________________________________ 8. Rate your experience working with digital video ( Circle 1-little or no experience/ 5-regular use) 1 2 3 4 5 Yes No

9. Do you have Windows Movie Maker installed on any home computers? If so, do you know the version?_________________________ 10. Do you have experience working with Windows Movie Maker? 11. Do you have any prior experience working with digital editing software? Yes

No Yes No 5

If so, what software have you worked with in the past?______________________ 12. Have you ever created video to share with students, staff or parents?_________________ 13. What type of activities do you typically include on your first day of a new school year? (check the activities) ____Getting to know you activities ____Classroom rules and procedures ____Assessment activities 14. What types of activities do you typically engage in on Parent Night? (Check the corresponding activities) ____Curriculum ____Expectations ____Classroom procedures ____Q & A ____Distribute course syllabi

15. Have you uploaded videos to the web? If so, to what website(s)?

16. What is your position? (check your position) 1. ____Certificated teacher 2. ____Classroom aide 3. ____Administrator 4. ____Counselor 5. ____Office 6. ____Library

17. If you could create an opening day video for your classes, what information would you most likely include? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

18. If you could show parents footage of successes in your classroom on Parent Night, would you? Yes No Yes No

19. Do you have an interest in digital video editing for classroom use?

20. How much time do you spend on the computer each week outside of school? 1-3 hrs 4-6 hrs 7-10 hrs 11+hrs

Front End Analysis Report

I managed to survey 11 teachers at Gaiser Middle School. Of these 6 were female and 5 were male. The content areas represented in this survey was as follows English- 4, Science-2,(1 aide) History-1, Special Ed- 2 (1 aide), Foreign language, Math-1. All teachers had over five years experience in the classroom. 1. Describe some aspects about the context that you either already know OR that you learned through your assessment.
All of the teachers surveyed use some sort of video presentation in their classrooms. With the exception of a classroom paraeducator, none of the teachers used online digital video to enhance their instruction. Our school recently made Safari Montage, an online educator video viewing program available to teachers, but it seems the use of this in the classroom is limited due to its newness and the infancy of the program to date. The firewalls are very strict in our school district, so online video instruction has not been an option for teachers in the classroom. 9 of the 11 teachers surveyed expressed their experience with editing software at a level 1 of 5 (1 being little or no experience). Three of those surveyed stated that they had created some form of video to be shared with either students or staff. All those surveyed stated that they would like to show footage of student success on parent night

2. Describe some of your major findings related to your subject area that you learned after having conducted the analysis. Approximately half (5 of the 11) the teachers surveyed said that they had an interest in digital video editing for classroom use. Two of the remaining 6 were unsure and 4 said they had no interest. Of the 4 who were not interested, two were certificated classroom teachers, and two were classroom aides. One teacher mentioned an interest in uploading edited video to her teacher website for homework instruction and all teachers surveyed expressed an interest in having opening day videos to present the first day of school. 3. Discuss how your findings influenced your decision to develop an instructional goal. My instructional goal has been modified to state Using preselected digital video clips and photographs, students will upload files to Microsoft Movie Maker which they will use to edit, trim and add sound tracking to create a three to five minute demonstration.

I have modified several things as a result of my needs assessment. I found that teachers were all interested in making opening day videos and were equally as interested in creating video to present to parents on Parent Night. This is going to help to guide the story orientation of the actual project. My SME has advocated that I center my IDP on a specific story that needs to be assembled by the learner; so as a result, Ill focus on creating a music video, which will explore different comedy artists. This will give learners the opportunity to utilize various video clips, supported by background music, which can be directly translated to classroom video footage set to music for Parent Night. While some of the teachers do not believe that digital video will enhance their classroom instruction, enough were, which led to a marked increase in my enthusiasm for this project.. Some participants also had interesting ideas such as uploading video instruction onto teacher websites.

Goal Analysis

1: Goal statement Using preselected digital video clips and photographs, students will upload files to Microsoft Movie Maker which they will use to edit, trim and add sound tracking to create a three to five minute demonstration video in order to enhance classroom instruction.

2: Classify the goal statement and describe why it fits that category Video editing is a problem solving skill, so that places it in the domain of intellectual skills. How does a person take video information and edit it for classroom use? This skill is going to require that the learner engage a unique cognitive activity (Dick, Carey and Carey). The learner will be forming the concept of video editing while applying the rules as created by the Microsoft Movie Maker program. The learner will also be solving problems as he or she encounters the various challenges of uploading and working with the program. The problem is well-structured in that the applications and solutions are going to be readily available to the learner as he or she goes through the process. The end piece they create will be a unique creation, although the ingredients will be the same for all learners.

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3: Goal analysis outline

Capture Video and audio in Movie Maker upload video files upload picture files upload music files Record Narration Edit Voice Track

Edit Video Place and trim video and picture files in storyboard

Add Background Music choose one or combine soundtracks

Add Video Effects and Transitions

Render Movie File

Author DVD

4: SME Review Add Audio to initial step. Record the voice track as step #2. Then Edit clips. Delete Trim clips edit/trim clips. Maybe create a script for them to read to narrate the video. Create something watchable and personal. Superimpose a story into this project. Pretend youve been handed an assignment as a student of a television program. Heres the story and music, you must record this story and deliver it to make more personal to the learner. Provide the building blocks that go with this story. Heres the story, the pictures to use, and the script. Tell the story in an interesting way and here are the materials. Come up with a page of scripted bits for them to read. Base everything on the script. Give them four choices of music. Allow for variety in how they put it together. Edit video Capture video/ audio Record narration (script) Edit voice track Add background music Add video effects and transitions Render Movie File 11

Subskills analysis Flowchart

This is a layout of the subskills necessary to complete the following instructional goal: Using preselected digital video clips and photographs, students will upload

files to Microsoft Movie Maker which they will use to edit, trim and add sound tracking to create a three to five minute demonstration video.

Capture Video and audio in Movie Maker upload video files upload music files

Edit Video Record Narration Edit Voice Track Place and trim video and picture files in storyboard

Add Background Music choose one or combine soundtracks

Add Video Effects and Transitions

Render Movie File

Entry level behaviors: a. Ability to run Windows XP or Vista b. Ability to save files c. Ability to click and drag files d. Ability to upload files

Necessary tools: a. Computer b. Windows XP or Vista c. Speakers d. Movie Maker e. Microphone f. Script g. Preloaded video clips h. Four sound files

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Capture video/ audio 1.0

Record Scripted Narration

A
In the Save Windows Media File dialog box, type a name for the narration and click Save 2.5

On the file menu, click Import into collections 1.1

Connect microphone 2.1

In the file name, enter the path and name of the file needed and then click Import 1.2

Under Narrate Timeline click Start Narration 2.2 In Movie Maker, click the Tools menu, and then click Narrate Timeline. 2.2.3 If prompted, click OK 2.2.2

Speak scripted material into your microphone 2.3

When finished with narration, click Stop Narration 2.4

Click Play in the Preview Monitor to listen to the narration 2.5.1

For consecutive files, click the first file in the list, press and hold down the SHIFT key, and then click the last file in the list.

Speak normally into microphone, and adjust the Input level so that the bar is about halfway up 2.2.1

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Edit voice track 3.0

Edit video 4.0

B
Edit clips 4.2
In the Preview window, drag the scroll bar slowly and watch as the video progresses. 4.2.2 On the Clip menu, click Set Start Trim Point 4.2.4 Stop at the desired trim point. 4.2.3

If the narration is too loud or too soft, right-click the narration on the timeline and then click Volume 3.1

Build a Storyboard 4.1

View clips in the Collections view 4.1.2 Click OK 3.3 Double click on each clip to see how it looks in the preview window 4.1.3

In the Audio Clip Volume dialog box, move the slider to the left to make the narration quieter, or move it to the right to make it louder. 3.2

In the storyboard view, click on the clip to trim 4.2.1

To delete narration to re-record it, right-click the narration on the timeline, and then click Delete 3.2.1

Click and drag the clips to the Storyboard in the order in which the learner will like them to appear in the final movie 4.1.4 To rearrange the clips on the storyboard, just drag and drop them to a different location 4.1.5

Drag the progress indicator until the desired end point is reached. 4.2.5

On the Clip menu, click Set End Trim Point 14 4.2.6

B
In the Movie Tasks pane in Movie Maker, under Capture Video, click Import audio or music 5.1

Add background music 5.0

C
Drag the song from the collection to the video clip where the music is to start playing 5.3 Click OK 5.4

In the Import File dialog box, click the name of the song you want to use in the background. Then click Import 5.2

Movie Maker shows the song on the timeline. Drag the right edge of the song so that it ends at the same time as the movie 5.5

Click Play in the Preview Monitor to watch the movie and listen to the background music. 5.6 In the Audio Clip Volume dialog box, move the slider to the left to make the music quieter, or to the right to make it louder 5.8

If the background music is too loud or too soft, right-click the music on your timeline and click Volume 5.7

Click OK

5.9

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C
On the storyboard/timeline, select the video clip needed to add the video effect. 6.1.1

Add video effects and transitions 6.0

Add Video effects 6.1

Add a transition between two clips 6.2 In the Movie Tasks pane, under Edit Movie, click View video transitions. 6.2.1 Preview transitions by double-clicking them and watching the Preview Monitor. 6.2.2

D A
Upon locating the desired transition, drag it from the Video Transitions pane, under Edit Movie pane to the box between two of your clips. This inserts the transition between the two clips. 6.2.3

In the Movie Tasks pane, under Edit Movie clickView video effects. 6.1.2

Drag desired effect onto the clip in the storyboard and place it on top of the star in the lower lefthand corner of the clip 6.1.3

Double-click the effects to see how they look in the preview window 6.1.4

In the Preview Monitor, click the Video Transitions pane, under to Play button to watch the transition in action. 6.2.4

Right-click the transition on the storyboard, and click Delete if the effect is not needed. 6.2.5B

Click OK. 6.2.5A

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D
Save a project 7.1 On the File menu, click Save Project 7.1.1

Render Movie File

7.0

Save the project as a movie. 7.2 Select This Computer in the pop up window that says Where do you want to publish your movie?. 7.2.2

In the File name box, type the file name, and then click Save. 7.1.2

On the File menu, click Publish Movie 7.2.1

Choose a File Name and Location in the pop up box that prompts Name the movie you are publishing7.2.3 Click Best quality for playback on my computer 7.2.4

To watch movie after completing the wizard, select the Play movie when I click Finish check box. 7.1.3
Present final project to class for feedback and review 8.0

After the movie is saved, click Finish. 7.1.4/ 7.2.5

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LEARNER ANALYSIS

Entry Behaviors/Knowledge Characteristics: Learners are educators in a public middle school setting located in a greater metropolitan area. The target learners come from all content areas, some electives as well as some instructional aides. Uncompensated instruction is a challenging motivator. Managing to include this instruction into a teacher inservice will increase attendance and improve motivation Implications: Learners from the fields of education can be impatient and somewhat resistant to instruction. Data Source(s): Interview target learners, supervisors, questionnaire

Prior knowledge of topic area Characteristics: All learners utilize personal desk top computers and the statewide SIS system on a daily basis. The minimum computer competency level is attendance and grading on SIS. Prior technological experience varies greatly from there. Some learners are currently incorporating multimedia presentations into their existing instruction. Implications: Basic computer skills allow for instruction while the broad range of technological experience will require multi-tiered instruction Data Source(s): Interview target learners, observe in performance setting, supervisors

Attitudes toward content and potential delivery system Characteristics: Learners will be utilizing standard hp personal computers and working in the Gaiser Middle School 403 computer lab. There is a general interest among the Gaiser community to increase the use of technology in the classroom. Implications: The hardware is the same throughout the building. The familiarity with the equipment will allow for ease in instruction in the use of Movie Maker Data Source(s): Interview tech support, site visit

Motivation to learn Characteristics: Learners are stressed for time to complete their teaching assignments, adding extra instruction can be met with resistance. Implications: Uncompensated instruction is a challenging motivator. Managing to include this instruction into a teacher inservice will increase attendance and improve motivation Data Source(s): Observations, interview administration and target learners
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Education ability and levels Characteristics: Target learners have varying levels of higher education, ranging from associates to graduate degrees. Implications: Attaining higher level of education will allow for streamlining the language of the presentation and the target learners will comprehend at an advanced level of communication. Data Source(s): Interview target learners and questionnaire

General learning preferences Characteristics: Learners tend to respond positively to information that they can immediately translate to classroom use. Time is at a premium, so instruction needs to be streamlined, and delivered with confidence. They prefer hands-on instruction with the opportunity for immediate feedback during instruction. Clarity of instructional objectives and linking instruction to concrete classroom implementation is paramount when presenting to this learner population. These learners like to have visual representations of instruction. Implications: Instructional objective needs to be made clear prior to instruction. Instructional delivery needs to move rapidly while allowing for consistent feedback. Posting the steps required to complete the Movie Maker process needs to be placed in the shared folder for access by learners in the future. Data Source(s): Interview target learners and tech support, questionnaire

Attitudes towards person(s) or organization providing the training or education Characteristics: Target learners have a relatively positive attitude toward the organization. There is much pressure currently on the district to cut positions in order to meet budgetary constraints, and negotiations between the union and the district are currently underway toward contractual agreements. The learners who have previously worked outside the district or in other buildings have generally a more positive feeling toward the organization. Implications: Concern about budget restrictions may impact learning through increased class sizes and reduced tech support in the upcoming school year. Data Source(s): Interview target learners, questionnaire
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Group characteristics Characteristics: Learners come from a variety of backgrounds and reside both inside and outside the district boundaries. Many commute from neighboring counties, or across the state border. There is a variety of teaching experience represented in this group, ranging from 2-20+ years. There is an equal representation of age, gender and cultural backgrounds. Implications: Asking learners to come in to the school on their own time is out of the question. Too many commuters will restrict the learning to take place during the work week. Most advantageous will be the presentation of this material during a teacher inservce day. Early scheduling will be of critical importance toward the success of this project. Data Source(s): Observation, interview target learners and administration

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INSTRUCTIONAL ANALYSIS

ENVIRONMENT: Public Middle School, Vancouver, WA

Support Characteristics:

Existing technology standards for Washington State teachers include:

1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessments 3. Model Digital-Age Work and Learning 4. Promote and Model Digital Citizenship and Responsibility 5. Engage in Professional Growth and Leadership

Implications:

Data Source(s):

Learners are being evaluated on a regular basis on the level of technology integration into their curriculum. The standards for Washington State are clearly designed to include evolving technology use in the classroom. Interview target learner, IT support and administration

Physical aspects Characteristics:

Implications:

Data Source(s):

The Gaiser 403 computer lab has 30 desktop pcs. The lab is equipped with a projected video display screen for demonstration purposes. Currently 10 computers have Movie Maker installed. More are available upon request. There are adequate facilities for instructional delivery. The software is available upon request. Identifying the number of students prior to instruction will be the key to having the correct number of computers installed with Movie Maker. Interview tech support, site visit

Social aspects Characteristics:

Implications:

Data Source(s):

Learners will be learning in a group setting. They will be working independently on their projects, but will be allowed to work collaboratively with a partner if they wish. Allowing for both collaboration and independent work on the instructional project will allow for a more relaxed, interactive, creative and upbeat learning environment. Interview target learners and administration, observation

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Relevance Characteristics:

Implications:

Data Source(s):

Learners will be made aware of their ability to access Movie Maker, which is not currently installed on their operating systems. Learners will be given the opportunity to explore Movie Maker as not only as a teaching tool, but as a format for sharing work that otherwise takes place in relative isolation. Instruction is intended to provide learners with the ability to create instructional materials for regular use and the ability to share with parents and peers instructional practices that are taking place in their classrooms. Interviews target learners, questionnaire, observation

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CONTEXT ANALYSIS

ENVIRONMENT: K12

Compatibility Characteristics:

Implications: Data Source(s):

Instruction is highly compatible to the regular performance setting of the learners. The systems used in learning are the same systems available throughout the workplace. There will be no problem incorporating this instruction into the various classrooms of the learners. Interview target learners and IT support, observation

Adaptability for simulation Characteristics: Learners will have the opportunity to either post their work on the shared folder for feedback purposes, or display their work on the screen for immediate feedback. The latter process will best represent the setting in which the actual practice will be taking place. Implications: Time will not allow for all pieces to be presented in the classroom during instruction, but displaying several projects before the close of the workshop will best demonstrate the effectiveness of the use of Movie Maker as a tool in the classroom. Data Source(s): Observation, interview Tech support

Delivery accommodations Characteristics: Movie Maker is currently installed on 10 computers in the computer lab. The required number of computers for this instructional project is yet to be determined. The video clips and sound will be preinstalled prior to instruction. Scripts will be available for narrating the projects, and a limited number of microphones will be available. Having the information and software preloaded prior to instruction will be critical to the delivery of instruction. Working closely with the tech support specialist will be required prior to the instructional event. Site visit, interview Tech support

Implications:

Data Source(s):

Learning-site constraints Characteristics: The use of the projection screen in the 403 computer lab eliminates the use of at least 6 of the computers. Currently 10 computers have been equipped with Movie Maker. Movie Maker is available through IT to all users upon request. Currently the network firewall prevents downloading
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Implications:

Data Source(s):

of videos from the web, but the work with Movie Maker is supported by the network. There will be a limited number of microphones, and as yet, digital video equipment is of limited availability. We will require the use of digital video cameras and microphones. Streamlining this process and making learners aware of the steps needed to secure these items for future use will be critical to seeing the implementation of the use of this program into their instruction. Interview Tech support administration, Site visit

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Instructional Objectives

GOAL: Using preselected digital video clips and up to three audio selections, students will upload files to Microsoft Movie Maker to edit, trim and add sound tracking in the creation of a three to five minute demonstration video.

1.0 Using the windows operating system and the preloaded video and audio files, students will correctly capture the audio and video files into the Movie Maker program. 1.1 Students will create a path for importing the video and correctly identify the name and location of the new collection folder that has been created for each video and audio file. 2.0 Using a microphone and a script, students will record and upload the narration into the Movie Maker program by correctly: 2.1 connecting the microphone. 2.2 Speaking scripted material into microphone. 2.3 adjusting the input level to the halfway point. 2.4 Clicking the tools menu and then clicking Narrate Timeline. 2.5 Clicking stop narration when finished reading the script. 2.6 Naming and saving the file into Media Player. 2.7 Previewing the narration by clicking Play in the preview monitor. 3.0 Students will use Movie maker to properly Edit the voice track by correctly: 3.1 Utilizing the volume slider to modify the volume of the narration track. 3.2 Right clicking the timeline to delete narration and re-record if necessary. 3.3 Previewing the audio track in the preview monitor.

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4.0 Students will use Windows Movie Maker to correctly edit uploaded movie clips by: 4.1 Clicking and dragging clips to the storyboard. 4.1.1 Rearranging the clips into the preferred order for the final movie. 4.2 Students will click on individual clips within the storyboard. 4.2.1 Using the scroll bar within the preview window, students will select the desired trim point. 4.2.2 On the clip menu, students will: 4.2.2.1.1 Click start trim point. 4.2.2.1.2 Scroll to desired end point. 4.2.2.1.3 Click set end trim point. 4.3 Students will preview the edited video in the preview monitor. 5.0 Students will use Movie Maker to properly add background music to their video projects by: 5.1 Selecting the Movie Tasks pane, under capture video and selecting import audio or video. 5.2 Clicking on the name of the song sample(s) needed, and clicking import. 5.3 Dragging the song selection to the specific location on the storyboard requiring music. 5.4 Dragging the right edge of the song to the end point needed in the video timeline. 5.5 Clicking play to watch the movie and preview the background music. 5.6 Using the audio clip volume slider to adjust the music volume 6.0 Students will use Movie Maker to add video effects to their projects by correctly: 6.1 Using the storyboard/timeline to select the video clip needed to add the video effect. 6.2 Use the view video effects within the movie tasks pane, under edit movie; drag the desired effect to the desired location on the storyboard, covering the star on the lower left hand corner of the clip. 6.3 Double click the effect to preview the effect in the preview monitor.

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7.0 Students will use Movie Maker to add video transitions to their projects by correctly: 7.1 Clicking view video transitions in the Movie Tasks pane, under Edit Movie. 7.2 Previewing the transitions by double-clicking them and viewing them in the Preview Monitor. 7.3 Locating the desired transition and dragging it to the box between the two desired transition points on the storyboard. 7.4 Using the Preview monitor and clicking the Video Transitions pane, under the Play button to watch the transition in action. 7.5 Right clicking on the transition point (deleting the transition if the effect is not desired) and clicking ok if the effect is the desired one. 8.0 Students will use Movie Maker to render a movie file by correctly: 8.1 Using the File Menu to click save project on Movie Maker. 8.1.1 Typing the File name into box. 8.1.2 Checking the Play movie when I finish box. 8.1.3 Clicking the finished box when saving is completed. 8.1.4 Previewing the movie in the Preview monitor. 8.2 Using the File Menu to click save movie file on Movie Maker 8.2.1 Typing a name of the movie file in the enter a file name for the saved movie box. 8.2.2 Clicking best quality for playback on my computer box on the movie setting pane. 8.2.3 Clicking Finished after movie is saved.

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Learner Assessment Plan

OBJECTIVE 1

TAXONOMY synthesis

ASSESSMENT DESCRIPTION Creation of product

1.1 Students will create a path for importing the video 2.1 Students will connect microphone 2.2 Speak scripted material into mic 2.3 adjust input level 2.4 Click narrate timeline 2.5 Click stop Narration 2.6 name and save file 2.7 Students will preview the narration 3.1 modify the volume 3.3 preview the audio track 4.1 Students will click and drag clips to the storyboard 4.1.1 Rearrange the clips

application

Observation in a simulated setting by instructor Creation of product

application

4. 5.

analysis knowledge

Creation of product Creation of product

6.

application

Creation of product

7. 8

application evaluation

Creation of product Observation in simulated setting by instructor Creation of product Observation in simulated setting by instructor Creation of product

9 10

analysis evaluation

11

knowledge

12

synthesis

Creation of product

28

13

4.2.1 students will select the desired trim point 4.2.6 Preview the edited video in the preview monitor

application

Observation in simulated setting by peer

14

evaluation

Observation in simulated setting by instructor

15 5.2 import the song samples 16

application

Creation of product

5.3 Drag the song selection to the specific location 5.4 Drag the right edge of the song to the end point adjust the music volume drag the desired effect to the desired location on the storyboard preview the effect

application

Creation of product

17

knowledge

Creation of product

18 5.6

application

Creation of product

19 6.2

knowledge

Creation of product

20 6.3 21

analysis

Observation in simulated setting by peer Observation in simulated setting by peer Creation of product

7.2 Preview the transitions dragging it to the box between the two desired transition points

analysis

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knowledge

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23 7.4

watch the transition in action save project

analysis

Observation in simulated setting by peer Creation of product Observation in simulated setting by instructor

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knowledge evaluation

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Preview the Movie in the Preview monitor save movie file

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knowledge application

Creation of product Observation in simulated setting by instructor

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enter a file name for the saved movie box

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Assessment Plan

The final assessment for the Movie Maker video editing project would take the form of a metaevaluative assessment of the formative evaluations that have gone throughout the development of the project. As written in the terminal goal, Using preselected digital video clips and photographs, students will upload files to Microsoft Movie Maker to edit, trim and add sound tracking in the creation of a three to five minute demonstration video. The instructor will be responsible for evaluating the final product based on a rubric that includes all the major objectives included in the objective analysis. The subskills that require creation of a product as the formative assessment will be the indicator of the skills that will be needed to be exhibited and included in meta-evaluative assessment. The participants should not exceed ten students, or five completed projects, to properly assess the final projects, and the final assessment will include the results of the formative assessments throughout the class. Students, working in pairs, will have the entire given course time to work on their projects and will be responsible for submitting their final project into a specified shared folder at the conclusion of the course. The location of the instruction and assessments will take place in the same computer lab. A check list and rating based scoring assessment will be used to evaluate the final product. These will include scoring time, narration, transition and soundtrack. The scoring will be primarily for the use of the instructional designer to make any changes to the instruction in the future. The reason for choosing this type of assessment method is based on the fact that this is a performance based activity, and the formative nature of this project based instruction lends itself to a meta-evaluation rather than other types of assessment processes.

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Instructional Strategies

Clustering & Sequencing Objectives

Project Goal Statement (Terminal Objective): Using preselected digital video clips and up to three

audio selections, students will upload files to Microsoft Movie Maker to edit, trim and add sound tracking in the creation of a three to five minute demonstration video.

CLUSTER

TIME FRAME

OBJECTIVES LISTED IN ORDER OF HOW THEY WILL BE TAUGHT 1.2 1.1 1.0

10 minutes

25 minutes

2.1 2.2.1 2.2.2 2.2.3 2.2 2.3 2.4 2.5 2.5.1

10 minutes

3.1 3.2 3.3

30 minutes

4.1.2

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4.1.2 4.2.3 4.1.4 4.1.5 5 30 minutes 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.2.6 7 20 minutes 5.1 5.2 5.3 5.4 8 5 minutes 5.5 5.6 5.7 5.8 5.9 9 15 minutes 6.1.1 6.1.2 6.1.3 6.1.4 6.1.2 10 30 minutes 6.2.1

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6.2.2 6.2.3 6.2.4 6.2.5 11 10 minutes 7.1.1 7.1.2 7.1.3 7.1.4 7.2.1 7.2.2 7.2.3 7.2.4 7.2.5 12 90 minutes

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Motivational Strategies Project Goal Statement (Terminal Objective): Using preselected digital video clips and up to three

audio selections, students will upload files to Microsoft Movie Maker to edit, trim and add sound tracking in the creation of a three to five minute demonstration video.

Categories & Subcategories

Strategies

ATTENTION A.1. Perceptual arousal A.2. Inquiry arousal A.3. Variability

A.1. Students will be shown a video created with Movie Maker. It will contain music, narration and video editing techniques that will be used in this unit. A.2. Students will be asked to brainstorm a list of ways that Movie Maker can be used to enhance instruction in the classroom. Students will be asked to brainstorm a list of ways that Movie Maker can be used to enhance communication with peers and parents. The class will discuss the results of both lists. A.3. Students will be paired and will create the video in teams. Each team will share their projects with the class, displaying the product variations that are possible with the common tools presented.

RELEVANCE R.1. Goal orientation R.2. Motive matching R.3. Familiarity

R.1. Each goal will be stated clearly at the beginning of the lesson, and will build logically upon previous skills attained. R.2. Students will be creating a video that gives multiple opportunities for creative license within the editing process. This will allow for unique approaches to the editing process which will be shared as a final project with the class. R.3. Students will be working in the 403 lab, which exactly replicates the working environment in which they work on a daily basis. They will be using the same network, materials, and operating systems.

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CONFIDENCE C.1. Learning requirements C.2. Success opportunities C.3. Personal control

C.1. Students will view projected demonstrations of the video editing process as they work. They will have the opportunity to simply replicate the instructors work, or add variations of their own. The flow charts will be saved in the shared folders for future reference. C.2. As a learning approach, students will be given the opportunity to simply replicate the instructors work, or add variations of their own. The goal will be to follow the process from beginning to end. Quality will not be important for evaluative purposes. C.3. Students will be given feedback by the instructor and classmates upon completion and presentation of their final project. The act of completing the project will give the learner confidence in their ability to manipulate the hardware in the future.

SATISFACTION S.1. Natural consequences S.2. Positive consequences S.3. Equity

S.1. Moving from one lesson to the next, will allow for teams to work through questions together and give them insight into possible challenges they may meet when working independently in the future. They will also have a working ally in the building with whom they can consult in the future. S.2. Students will enhance communication with students, peers, administration and parents by utilizing the skills learned in the Media Maker class. Videos will be posted in the shared folder for future viewing. Students will vote to choose one of the teams video to be posted to the school website. S.3. All students will receive feedback from instructor and fellow classmates during final presentation. The completion of this project will be the only final means of assessment.

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Instructional Strategies Plan

Students will use Windows Movie Maker to correctly edit uploaded movie clips
STATED OBJECTIVE: PRE-INSTRUCTIONAL ACTIVITIES

Objective # 4.0

Motivational strategy: Students will have viewed the demonstration video which will give them an idea of a few of the options available to them in the creation of this project Pre-Assessment: Students will have imported the required video into Movie Maker collections. Mastery of objective is will determine if they have the required knowledge base to proceed with the project. CONTENT PRESENATION Content: Viewing and determining the clips which will be used for the video will take place during this portion of the unit. The order of the clips will be chosen, and placed on the storyboard.

Examples: Media files chosen from the media folder, the final demonstration project and the PowerPoint lesson slides 6-10 Groups: Students will be working in partner teams (ongoing) Media selection: Media files folder, Movie Maker PowerPoint lesson STUDENT PARTICIPATION Practice Items:

Clicking and dragging clips to the storyboard. Rearranging the clips into the preferred order for the final movie. Students will click on individual clips within the storyboard. Using the scroll bar within the preview window, students will select the desired trim point. On the clip menu, students will: Click start trim point. Scroll to desired end point. Click set end trim point. Students will preview the edited video in the preview monitor.
Feedback: Instructor will be available to guide and help simplify progress during this session. 37

Assessment: When students have finished initial storyboard layout, instructor will ensure proper progress by viewing and assessing progress FOLLOW-THROUGH ACTIVITIES Memory aids: PowerPoint will be available for review on server Transfer: Student teams will be providing support to each other, as will the process. As students engage in this process, a network of support will be built on site in order to assure practical resources, but allow for future work and the planning of integration this media process into the classroom. Instructor will guide students in the possible uses for classroom instruction.

Students will use Movie Maker to properly add background music to their video projects
STATED OBJECTIVE: PRE-INSTRUCTIONAL ACTIVITIES

Objective # 5.0

Motivational strategy: Previewing finished project will give students an understanding of the possibilities available for this project. Pre-Assessment: Completion of the preceding objective (4.0) will ensure background skills necessary to complete this phase of the lesson. CONTENT PRESENATION Content: Creating an audio background will bring video projects to life and add a professional feel to the project. Students will choose from among four musical files to use as their music. The will import these files into Movie Maker and drag the file to the storyboard. They will adjust the audio file volume. Examples: : Media files chosen from the media folder, the final demonstration project and the PowerPoint lesson slides 31-39 Groups: Partnered teams will continue work on their projects Media selection: Media files folder, Movie Maker, PowerPoint lesson slides 31-39 STUDENT PARTICIPATION Practice Items:

Selecting the Movie Tasks pane, under capture video and selecting import

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audio or video. Clicking on the name of the song sample(s) needed, and clicking import. Dragging the song selection to the specific location on the storyboard requiring music. Dragging the right edge of the song to the end point needed in the video timeline. Clicking play to watch the movie and preview the background music. Using the audio clip volume slider to adjust the music volume
Feedback: Teacher will facilitate feedback by circulating during process and providing guidance to teams as needed Assessment: completing the required steps of this objective FOLLOW-THROUGH ACTIVITIES Memory aids: Power Point will be uploaded to the network server Transfer: Continued dialogue regarding the uses of this technique in the classroom during classroom instruction

Students will use Windows Movie Maker to correctly edit uploaded movie clips
STATED OBJECTIVE: PRE-INSTRUCTIONAL ACTIVITIES

Objective # 6.0

Motivational strategy: : Previewing demonstration video as well as reviewing storyboard progress Pre-Assessment: Completion of objective 5.0 will provide a foundation for continuing onto this objective CONTENT PRESENATION Content:

Movie Maker provides options for editing clips. Students will drag the desired effect to their storyboard and preview their choices in the preview monitor.
Examples: Demonstration Video Groups: Students will remain in their partnered teams Media selection: Storyboard with selected video clips, Movie Maker video effects, PowerPoint slides 1139

17 STUDENT PARTICIPATION Practice Items:

Using the storyboard/timeline to select the video clip needed to add the video effect. Use the view video effects within the movie tasks pane, under edit movie; drag the desired effect to the desired location on the storyboard, covering the star on the lower left hand corner of the clip. Double click the effect to preview the effect in the preview monitor.
Feedback: Instructor will facilitate by circulation among the teams and provide needed feedback during process Assessment: Completion of Objective 6.0 will demonstrate readiness for the next step of instruction. FOLLOW-THROUGH ACTIVITIES Memory aids: Instructional PowerPoint will be uploaded to network server Transfer: Ongoing discussion regarding the uses for Movie Maker in the classroom during instruction

Students will use Movie Maker to add video transitions to their projects
STATED OBJECTIVE: PRE-INSTRUCTIONAL ACTIVITIES

Objective # 7.0

Motivational strategy: Previewing demonstration video as well as discussion of possible uses for Movie Maker in the classroom Pre-Assessment: Successful completion of objective 7.0 will provide the skills necessary to begin this lesson. CONTENT PRESENATION Content: Transitions between clips will be necessary to move from one segment to another. Students will learn how to create interesting transitions to create a professional look to their projects. Examples: Demonstration video and a review of progress thus far Groups: Students will continue to work with their partners on this lesson

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Media selection: Students will be working with video transitions in Movie Maker as well as their edited storyboard STUDENT PARTICIPATION Practice Items:

Clicking view video transitions in the Movie Tasks pane, under Edit Movie. Previewing the transitions by double-clicking them and viewing them in the Preview Monitor. Locating the desired transition and dragging it to the box between the two desired transition points on the storyboard. Using the Preview monitor and clicking the Video Transitions pane, under the Play button to watch the transition in action. Right clicking on the transition point (deleting the transition if the effect is not desired) and clicking ok if the effect is the desired one.
Feedback: Instructor will circulate among teams and provide feedback as needed Assessment: Completion of this objective will demonstrate readiness for the next step in this unit. FOLLOW-THROUGH ACTIVITIES Memory aids: PowerPoint will be uploaded to the network server Transfer: Support networks are being put into place as a result of teamed instruction. Ongoing dialogue in the uses of Media Maker will occur during instruction.

STATED OBJECTIVE:

Students will use Movie Maker to render a movie

file
PRE-INSTRUCTIONAL ACTIVITIES

Objective # 7.0

Motivational strategy: Previewing demonstration video and a review of final project prior to beginning this lesson Pre-Assessment: Completion of objective 7.0 will provide the skills necessary to complete this lesson CONTENT PRESENATION Content: Once projects have been finished, students will learn how to save their projects as movie files 41

for future playback. Examples: Demonstration video and finished video projects Groups: Students will work with their partners to complete this lesson Media selection: Windows Movie Maker and completed video project and PowerPoint slides 55-64 STUDENT PARTICIPATION Practice Items:

Using the File Menu to click save project on Movie Maker. Typing the File name into box. Checking the Play movie when I finish box. Clicking the finished box when saving is completed. Previewing the movie in the Preview monitor. Using the File Menu to click save movie file on Movie Maker Typing a name of the movie file in the enter a file name for the saved movie box. Clicking best quality for playback on my computer box on the movie setting pane. Clicking Finished after movie is saved.

Feedback: Feedback will be provided by instructor by circulating and providing guidance where necessary Assessment: Properly saved movie files will indicate mastery FOLLOW-THROUGH ACTIVITIES Memory aids: Instructional PowerPoint will be uploaded to the network server Transfer: Engaging in dialogue about the possible uses of Movie Maker during class as well as the support network provided by working in groups will ensure real world instructional support.

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Formative Evaluation Plans

One-to-One Evaluation of Instructional Product In order to evaluate the effectiveness of my instructional design project, it would be critical for me to have it evaluated by at least three target learner audience members as well as my SME. I would begin with the Data Collections Instrument survey in order to obtain the broadest range of abilities possible. It is important for this project that I see ability levels that range from low to high in order to get the clearest understanding of my instructional design as possible. Once chosen, I would meet with each learner individually and instruct them in the purpose of this evaluation. I then would provide them with a written print out of the instructional materials as well as a computer with the uploaded files and software. This assessment could take place in the learners home, or place of work, with my laptop. As the learner began to explore the material, I would sit with him or her and make notes regarding their response to the individual slides and the ease of accomplishing the task. I would ask them to mark the pages they found unclear. It would be important for them to attempt to complete the instruction, so if faced with overwhelming obstacles, and once noted, I would assist them on to the next phase of the lesson. Given this approach, I would be able to go back and make changes to any section of the instruction that was either vague or ungainly. My SME was provided with the product as well, but it would have greatly benefitted this developer to have sat in the room with the SME and followed the same approach as written above. This would allow for an more in depth analysis of each objective and slide. Once Ive collected all the feedback from these sources, I would then go back to my instructional design product and make the necessary changes based on the feedback of these four individuals.

Small Group Evaluation of Instructional Product The group evaluation would require that I obtain at least 10 individuals to interact with this design product. One of the additional features I would be adding to my evaluation process would be a pre and post evaluation attitude assessment. This would give me an understanding of the motivational value of my project. I am also, at this stage, concerned not only with content, but feasibility. The timing of this project will be critical, as it can become very involved and is intended to be delivered in less than four hours of instructional class time. At this point, the evaluation would take place in paired teams. This would be most appropriate as the final product is intended to be delivered through partner-driven instruction, with the instructor acting primarily as a facilitator. The instructional materials should be able to stand on their own. I would conduct these evaluations on site using the school computers and
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equipment. Again, it would be important for these learners to understand the nature of this evaluation, and the role they are playing in the formation of the materials. I would then more closely replicate the intended instructional setting by presenting the slide show while they worked through the instruction together. I would time each segment of the lesson to note the time needed to accomplish each objective as well as any added instructional support that was necessary. In addition to the post evaluation attitude assessment, I could also solicit ongoing feedback from the teams at the conclusion of each objective.

Field Test of Instructional Product The field test would take place in an actual classroom setting. I would be using our teacher inservice days to deliver this instruction. This would take place in two intervals, on two separate occasions. I would be conducting this test in the computer lab at my school. I will have spent much time reviewing and reworking my design project using the results of both my one on one and small group assessments. The project would be presented to teachers using both the data collections survey as well as the pre and post attitude assessment surveys. The materials would be the same as the small group evaluations utilizing computers, video projector, the PowerPoint slide show instructional material as well as the uploaded media files. One of the main focus points of this field test will be to see if someone besides the developer is able to deliver this instruction. While I will be on site to evaluate the process and assist where needed, the goal will be to see how well the materials can be used to deliver instruction through a third-party. The instructor will be provided with a print out of the slides so that he or she can make notations regarding the delivery process. An evaluation of each of the objectives as well as a summative evaluation of the entire process will be necessary for me to make revisions to the project. The field test will ensure the readiness of this product for more classroom use. Any changes that are necessary will be made prior to any further use of this product. Instructor feedback will give this product the information necessary for it to stand on its own as a viable classroom tool.

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Formative Evaluation Report

I engaged my Subject Matter Expert, Joel Veatch, in reviewing my Instructional Strategies Document and the Instructional Materials by email correspondence. While his response was positive overall, he had several points to make about improvements that could be made, particularly in the flow of objectives. I asked him if the overall instructional design seemed to support the learner context (ie: can this product be delivered in using the information presented?). He said that it seemed a realistic approach to the task, although, Using a PowerPoint presentation could, in the long run prove to be cumbersome for individual learners using one computer. If this project is to be eventually used by individuals, with no instructor on hand, it may be easier to for them to use the print form of the instruction rather than moving between various frames on an already overcrowded desktop. In response to the learner objectives he pointed out that some of the objectives seemed out of sequence with the PowerPoint slides. He noted that, You placed the audio, both the narration and the background music objectives at different points in the slide show. Given the changes you made to the overall format of the project, it makes sense, but you might want to rearrange the order of your objectives to reflect this change. His feasibility analysis was that I had, managed to make a huge project reasonable in size given the changes you made to the content. I was concerned that you would have too much material to present, but the shorter clips you gave your audience will really cut down on the working time. But, he still has concerns that the entire project can be completed in the four hours timeframe Ive provided. You may need more time if you want to include the presentation time at the end of the unit. I agree with his analysis of my project, although Im not sure that the intent of this particular design is to be done entire independently. My intention is to have it delivered in a group setting so that peer review plays a role in the process. He mentioned the changes I made to the design during the process, which I found to be critical to delivery. While initially, the instructional materials to include video of students and the school, I had to change it to open source video and creative commons music tracks to allow for smaller video clips and simple narrative tasks. The goal became one of veering away from the right way to for learners to lay out their clips, to the many ways clips can be laid out. Having submitted my information to my SME, I see that my objectives do not line up with my slide show. I view the slide show as the final presentation, and would go back to make the changes in the previous objectives to reflect that change of approach. Joel summarized his review with the following statement: Nice job. I got the sense even I could edit a video after reading that!
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Appendix

Narrative Script Literary Dictionary: Comedy Comedy is written chiefly to amuse its audience by appealing to a sense of superiority over the characters depicted. A comedy will normally be closer to the representation of everyday life than a tragedy and will explore common human failings rather than tragedy's disastrous crimes. Its ending will usually be happy for the leading characters. http://www.answers.com/topic/comedy

Public Domain Movies- Voiceofreason.com 1. 2. 3. 4. 5. 6. The Royal Wedding (1951)- Fred Astaire The Kid (1921)- Charlie Chaplin Work (1915)- Charlie Chaplin The Inspector General (1949)- Danny Kaye Balloonatics (1923)- Buster Keaton Yankee Doodle Daffy (1943)

Creative Commons Music 1. Mr. Blue Boogie- Derek R Audette, derekaudette.ottawaarts.com 2. Wait for the dawn- Dan OConner 3. Heart of the Sea-Soundjay.com

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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 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 X X X X X Reading notes/test on Brown & Green text IDP Part 2, 3, & 7; Reading from Dick, Carey & Carey IDP Part 4, 5; Reading from Dick, Carey & Carey IDP Part 10; Reading from Dick, Carey & Carey Final IDP Report; Reading from Dick, Carey & Carey IDP Part 11 & 12, Discussion #11; Reading from Dick, Carey & Carey IDP Part 9A, 9B, & 9C; Reading from Dick, Carey & Carey IDP Part 5, 6; Reading from Dick, Carey & Carey

X X X

Overall ID project Overall ID project Overall ID project

IDP Part 9C, 10; Discussion #12 Overall ID project; Reading from Dick, Carey & Carey

X X X

IDP Part 1, 4, 5 IDP Part 8 IDP Part 11, 12; Discussion #11

1.0 Design
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1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

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2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization
3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.
3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management
(none specifically addressed in 503)

5.0 Evaluation
5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, 113

identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).
5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

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