EdTech 503 Final Project Paper

Using Blurb to Publish a Spanish Fairytale Storybook
Shannon D. Foster
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Boise State University Mater of Educational Technology EdTech 512 Dr. Jennifer Freed Spring 2013
EdTech 503 Instructional Design Project
Using Blurb to Publish a Spanish Fairytale
Table of Contents
Synthesis/Reflection Paper ............................................................................................................. 4 References ....................................................................................................................................... 6 Part 1. Topic .................................................................................................................................... 7 Part 1a. Goal................................................................................................................................ 7 Part 1b. Audience ........................................................................................................................ 7 Part 1c. Rationale ........................................................................................................................ 7 Part 2. Analysis Report ................................................................................................................... 8 Part 2a. Description of the Need ................................................................................................. 8 Part 2a.1 Needs Analysis Survey ............................................................................................ 8 Part 2a.2 Needs Analysis Data Report .................................................................................... 8 Part 2b. Description of the Learning Context ............................................................................. 9 Part 2b.1: Learning context ................................................................................................... 10 Part 2b.2: ............................................................................................................................... 10 Transfer context .................................................................................................................... 10 Part 2c. Description of the Learners ......................................................................................... 11 Part 2d. Learning Task Analysis ............................................................................................... 13 Primary Objectives................................................................................................................ 13 Subordinate Objectives ......................................................................................................... 14 Part 3. Planning ............................................................................................................................. 15 Part 3a. Learning Objectives ..................................................................................................... 15 Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan. ............................. 18 Part 3c. ARCS Table ................................................................................................................. 19 Part 4. Instructor Guide ................................................................................................................. 21 Introduction (10 minutes) ......................................................................................................... 21 Body .......................................................................................................................................... 22 Lesson 1: (40 minutes) .......................................................................................................... 22 Lesson 2: (50 minutes) .......................................................................................................... 24 Lesson 3: (40 minutes) .......................................................................................................... 26 Conclusion (10 minutes) ........................................................................................................... 28 Part 5. Learner Content ................................................................................................................. 29 Part 5a. Learning materials ....................................................................................................... 29 Part 5b. Formative and/or Summative Assessment materials ................................................... 29 2013 Shannon D. Foster Foster 2
Part 5c. Technology Tool Justification ..................................................................................... 31 Part 6. Formative Evaluation Plan ................................................................................................ 32 Evaluation Summary................................................................................................................. 32 Formative Evaluation ............................................................................................................ 32 Summative Evaluation .......................................................................................................... 32 Part 6a. Expert Review ............................................................................................................. 32 Part 6b. One-to-One Evaluation ................................................................................................ 33 Part 6c. Small Group Evaluation .............................................................................................. 34 Part 6d. Field trial ..................................................................................................................... 35 Part 7. Formative Evaluation Report ............................................................................................ 36 Part 7a. Subject Matter Expert (SME) Evaluation and Project Rubric ..................................... 36 Grading Rubric.......................................................................................................................... 37 Part 7b. Report the results of the expert review ........................................................................ 37 Part 7c. Comments on Change .................................................................................................. 39 Part 8. AECT Standards Grid Professional Standards Addressed (AECT) .................................. 40 Course Goals & Objectives ....................................................................................................... 42 AECT Standards (Applicable To EdTech 503) ........................................................................ 44 Appendices .................................................................................................................................... 47 Appendix A: Needs Analysis Survey ....................................................................................... 48 Appendix B: Final Grading Rubric for Fairytale Storybook .................................................... 50 References ..................................................................................................................................... 51
2013 Shannon D. Foster
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Synthesis/Reflection Paper
The description of Instructional Design (ID) is multi-faceted. I would compare the ID process with child rearing. From before a child is born until they are grown, the designing / raising process used is both frustrating, joyful, enlightening, exhausting, and heart breaking at times. Prior to this class, I used pre-packaged materials to teach. What I did not like or what I felt was confusing, I complained about and changed it to suit me. Likewise, before having a child I observed how parents talked to, trained, and treated their children and always saw, and often pointed out, what they should do as they raised their child. Then it was my husbands and my turn. The initial idea of ID / child rearing was exciting and I / we had grandiose plans. After finishing the ID project, and in the midst of raising our six-year-old son, I realize there is more to designing a product and raising a child than just the end / outward results. Behind the scenes, activities can affect the most basic outcomes for public interaction. As the goal for an ID process gives focus to what a designer intends to do, the goal of raising a child to be successful should be a parents goal, whatever they define as successful. I modified the original goal slightly as I progressed through the project based on new developments. Similarly, I modify the goals for my son as he develops his own likes, dislikes, and personality traits. Just as feedback from classmates helped me to refine the ID goal, input from other adults and grandparents often help me put into perspective my goals for my son. Reaching these goals employs different strategies, intentionally in an ID project, or unintentionally in raising a child. In the text Instructional Design (Smith & Ragan, 2005) two types of strategies are explained, generative and supplantive. ID uses these strategies develop learning experiences academically and so do parents in child rearing situations. When designing activities for an ID project, Smith and Ragan recognize that both strategies are viable and there must be a balance between the two. As a child grows, both strategies help him make sense of his world and learn in his own unique way. Other values and skills will evolve in a child based on personal interests and abilities. On page 143, Smith and Ragan (2005) state that: the designer [parent] must balance these two competing demands: the need to require sufficient mental effort to lead toward learning, and the need to support the learners [childs] processing in a way that does not overload their working memory. So children learn based on a balance between these two as well. While knowing the need, context, and learner helps an instructional designer design, so knowing what a child needs, the cultural they live in, and their personality 2013 Shannon D. Foster Foster 4
helps parents make wise decisions regarding their childs future. As I designed my ID project, I realize that although my learners were similar in many ways, there was always an exception to my expectations. I need to be aware of changing circumstances and varying degrees of knowledge and adjust my instruction accordingly. A child also lives with changing circumstances and cognitive abilities, depending on the day, so a parents sensitivity to these changes will create a safe, nurturing environment for their childs development. As a child develops and learns, their needs, perspective, and character changes the relationship they have with their parent. So how does a parent plan for rearing her child? Often it is by trial and error, however, in ID, trial and error can be devastating. It can lead to multiple revisions or worse, a rejection of all the hard work the designer put into the instruction. Likewise, a parent who intends to follow a plan when raising her son or daughter, a child who is balanced and successful will more likely emerge. By knowing where they are going (the goal), knowing to proceed (the strategies), and knowing their child (the need, context, and learner description), a parent can build a solid foundation for her child. Unfortunately, ID and parenting differ in this area. Whereas an ID project can be redesigned, it is very difficult to re-teach a child once they are grown. Following a plan based on documented data seems to be the best course in ID; often one attempts to raise a child without considering proven practices or dismisses them as antiquated. Throughout the instructional design and child rearing process, both formative and summative assessments are established and evaluated. As a child is raised these assessments can occur yearly, daily, or moment-by-moment, rather than at a set ending date in a course. A child receives correction and guidance, as does a student in a course. He also receives encouragement and consequences, as does a student. A learner then receives his summative assessment by receiving credit for a course or a certificate or diploma based on his performance and applies the newfound knowledge and skills when needed. A child, when he is grown, will also receive a summative assessment of his knowledge and skills and apply them in living out the rest of his life either successfully or unsuccessfully. Despite the parents attempts to raise a successful child, it is a grown childs choices and circumstances will lead to their successes. The similarities between ID and child rearing are phenomenal. Like anything that is developed, taking certain steps will achieve an effective end. The challenges I faced during EdTech 503 were enlightening. First, I discovered how much data collection plays in determining the direction an instructional designer takes. As I reflected in my Context and Learner Analysis working with the analyses of context, environment, and characteristics helps me to better understand what an instructional designer goes 2013 Shannon D. Foster Foster 5
through to arrive at the beginning stages of developing a new curriculum. There is a great deal of planning before the lessons start. When writing the project objectives, I equated breaking down the objectives to a math problem; finding the least common denominator. After teaching the same topic or lesson so many times, I forget that new learners do not have my background knowledge and patience is important. In addition, even if it is boring for me, I must present the information in an exciting manner. Learning is so much more than just cognitive. Gagn describes attitudes as having cognitive, affective [attitude], and behavioral components that interact (Smith & Ragan, 2005, p. 82), and later in the same paragraph attitudes play a strong role in learners motivation to initiate and persevere in learning. My attitude can affect my students and in my child-rearing metaphor, my attitude definitely affects my sons attitude and his desire to espouse what I want him to. I need to focus on how my students or son perceive the lesson and approach it with new eyes. More recently, when developing the questions I would ask of my subject matter expert (SME), the instructor, and the students involved in evaluations, questions that inspire more in depth rather than just yes/no responses help me to tailor my ID to how and what the instructor and students feel is important for successful instruction. The feedback received from the SME gave me a better look at how I presented the information. After seeing the same document many times, it was great to see it through fresh eyes. As I progress in the EdTech program, I look forward to developing my skills as an instructional designer. Through the process experienced in EdTech 503, I realize I need more practice developing ID that is effective, efficient, and appealing to the learners of today. Collaborating with veteran and new instructional designers will give me the depth and experience I need to develop, yet the freshness and current expectations of learners. As I become more proficient in ID, I hope to develop online courses that are conducive to rural area students, bringing them the same opportunities their counter parts have in the urban areas of our state. With my experience in Christian education, I can offer my skills as an instructional designer to Christian schools and programs that want a Christian worldview. This is an exciting time to pursue a position that enhances education for all students, in urban or rural communities, and in Christian schools.
References
Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, N.J.: J. Wiley & Sons.
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Part 1. Topic
Part 1a. Goal
Learners will use the Blurb (Blurb - Make your own book. Make it great, 2013) software to create and publish a fairy tale storybook in Spanish using a previously written and graded story writing assignment.
Part 1b. Audience

Learners are high school juniors or seniors in their second or third year of Spanish. Students are primarily of white European descent and English is their primary language.
Part 1c. Rationale

New technologies emerge daily that not only help students learn, but also allow them to be creative and have fun with learning. This topic addresses a new way to enhance a project currently in the curriculum. In Spanish, learning new vocabulary and grammar is essential. Students must learn them in order for the language to be useful to them in real life situations. Creating a fairytale uses previously learned and new vocabulary, and prior grammar concepts and verb tenses. Using self-publishing software to create and publish a book moves this project from just another assignment (boring!) to something that displays their creative skills as well as their proficiency in the subject matter. Upon completion, students will have a professional looking artifact (book) to display in their senior portfolio. The overall learning strategy of this topic is primarily supplantive. In Smith & Ragans (2005) text supplantive learning strategies explicitly and overtly provide much of the events of instruction, actively gaining learners attention, informing learners of the objective, explicitly providing a preview of the lesson, and so on. (p. 142) The Blurb Booksmart program gives learners step-by-step directions on how to move through the program efficiently to start, create, edit, and order their own book. However, a portion of the program is generative as well. Although the Blurb Booksmart program gives steps, there are choices that learners must choose from in order to customize their books by employing generative learning strategies. These choices allow learners to choose, review, and change everything from font, size, color, and page layout to size, shape, and theme of their book, thus generating their own learning. By incorporating both supplantive and generative learning strategies, learners receive guidance yet experience creation of their own learning at the same time.
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Part 2. Analysis Report

Part 2a. Description of the Need
Part 2a.1 Needs Analysis Survey To perform a Needs Analysis for my project, I wrote a paperandpencil survey that I gave to high school students who have studied a second language at the local high school. Ten students took the survey. Currently there is no second language offered oncampus at the school, but students enroll in the Montana Digital Academy (MDA) for several elective courses, including second language studies. The survey can be found in Appendix A Needs Analysis Survey. Part 2a.2 Needs Analysis Data Report After completing the EdTech 503: Needs Analysis Survey with the local high school, I combined the information into a graph to show visually where the strengths and weakness of the surveyed students were. It was difficult to come up with even ten students who have studied a second language in a high school of about 34 students. Freshmen have not had a chance to take a second language because there is no teacher available on-campus and the MDA is difficult for freshmen to adjust to the digital delivery of courses. As seen on the graph below of the ten students surveyed only six were seniors, two were juniors, one was a sophomore and one was a freshman. There were seven males and three females. Of those taking one year of a second language, there were three seniors and one junior. Of those taking two years there were three seniors and one freshman. Of those taking upper levels of a second language, one sophomore took three years and one junior took four years.
Grade
freshman sophomore 10% 10% 20% junior senior 5 4 3 2 1 0
Second Lanugage Learners

senior junior sophomore Years 1 taken 2 3 4 freshman
60%
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The survey I prepared focused on four areas: personal publishing experience, keyboard configuration, computer software, and illustrations, pictures, and graphics. As the chart shows, students were very familiar with using software, saving illustrations, pictures, and graphics, and editing templates, and documents; however most were unfamiliar with self- or Web-based publishing programs and second language keyboard configurations.
EdTech 503: Needs Analysis Survey

12 # of Students Surveyed 10 8 6 4 2 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Corresponding Questions from Survey Yes No
You will find the corresponding survey questions in Appendix A Needs Analysis Survey. Question 7a (8 on the above graph) received only one response regarding the students familiarity with Web-based self-publishing software: Microsoft Publisher. The written responses from question 16 mentioned that rsums, skills, and creativity, were better presented for college and job applications purposes.
Part 2b. Description of the Learning Context

In the State of Montana, second language acquisition is not required. Students often begin a second language just for fun and end up dropping after one semeste r or one year due to the demanding nature of learning it. Although most colleges and universities require some sort of cultural studies (second languages count here) in order for students to graduate from their institution, most junior and senior high school students do not see the benefit in learning a second language. Students who are successful in second language studies must have high self-motivation and be tenacious as they pursue the learning of a second language in a traditional classroom, but even more so if they elect to take a second language via an online course. Anyone can learn a second or even third language, but the effort required by students in small communities to persevere must have a tremendous payoff for them or they will not pursue it. 2013 Shannon D. Foster Foster 9
Part 2b.1: Learning context The learning environment is a traditional classroom with face-to-face instruction. Class enrollment is between five and fifteen students, depending on school enrollment. The school is in a rural community with limited broadband capabilities. The community is primarily an agriculture community with very few other businesses. The population is about 250 people, is primarily of European descent, and espouses conservative, traditional values. The teacher follows a textbook for content, but uses a variety of techniques (conversation, dialogue, Q & A, cultural projects, video and audio, online practice, and traditional homework) to help students own the language rather than just memorize and regurgitate information. The teacher is familiar with most technology and incorporates information found on the Web to enhance materials. The teacher is considered an expert in her subject matter. Students are in their second or third year of language study and usually have novice or intermediate language skills; occasionally there are native speakers. Students are encouraged to explore the Internet for current news and articles from Spanish speaking countries. Students use their growing language skills in reading, writing, listening, and speaking situations in class and online with classmates or native speakers to build language confidence. A textbook use is fundamental in laying the foundations of the language as building blocks as students acquire more advanced language skills. There is limited computer lab access, but students are allowed to bring their own devices for projects, with teacher permission, as long as students have a signed Acceptable Use policy form on file. Hardware in the classroom is up to date with audio/visual capabilities, overhead projector, and network Wi-Fi accessibility. Part 2b.2: Transfer context Students learning to use self-publishing programs creatively enhance other types of projects. Students may use a self-publishing program to publish other works they have written or developed. Students in a yearbook class may use the techniques to create attractive, professional looking pages to store memories. After graduation, learners may apply what they have learned to family photo albums, simple Web pages, continuing education assignments, or other digitally based media. Professional looking portfolios and other projects can be shared with potential employers making their skills and talents stand out among other applicants, thus obtaining the position for which they applied. Transfer context for self-publishing programs can affect a learners personal or professional life therefore creating real-life application of the process. 2013 Shannon D. Foster Foster 10
Part 2c. Description of the Learners

Learners are second or third year students of Spanish, usually juniors or seniors, in a traditional public school setting in rural Montana. Learners have a novice to intermediate level of Spanish language skills, sometimes there are native speakers. Learners are proficient readers of English at a high school level and are able to glean information from reading, oral, or visual sources. The local economy is based on farming and ranching, some small family owned operations and some large commercial companies. The local school serves about 110 prekindergarten through grade twelve students. The community make-up is of families primarily of European descent and hold to traditional values in work ethics, religion, and family. Learning a second language is not a high priority in the community, and currently there is no second language offered on-campus at the school, the most recent second language teacher retired in June 2012.
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Charts taken from (Work and Jobs in Hobson, Montana (MT) Detailed Stats: Occupations, Industries, Unemployment, Workers, Commute, n.d.)
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Part 2d. Learning Task Analysis

Primary Objectives
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Subordinate Objectives
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Part 3. Planning
Part 3a. Learning Objectives
Upon completion of Spanish fairytale, writing project students will: 1. Locate Blurb on the web 2. Download the Blurb Booksmart 3. Start a new book 3.1. Choose a book 3.1.1. Give your book a title 3.1.2. Fill in the authors name 3.1.3. Choose the size of your book 3.1.3.1. Use the Learn More button for more information 3.1.3.2. Check pricing 3.2. Choose your starting point 3.2.1. Choose your layout 3.2.2. Choose Wing it to create their own layout pages or choose Guide Me for help along the way. 3.3. Get photos 3.3.1. Students will find pictures, graphics, or illustrations they plan to use in their fairytale on their computer. 3.3.2. Students will upload them to the Blurb Booksmart program to use in their fairytale book. 3.3.3. Choose guide me or if they are familiar with Booksmart choose Start book now. 3.4. Choose your theme 3.4.1. Explore the theme options and choose your favorite 4. Create your book 4.1. Change Sizes if desired 4.2. Edit Layout 4.2.1. Add/Delete image container 4.2.2. Add/Delete text container 4.2.3. Lock or unlock container 4.2.4. Duplicate container 4.2.5. Move containers 4.2.5.1. Drag and drop 4.2.5.2. Align Containers horizontal 4.2.5.3. Align containers vertical 2013 Shannon D. Foster Foster 15
4.2.6. Delete header 4.2.7. Delete footer 4.3. Change theme 4.3.1. Choose a new theme 4.4. Change backgrounds 4.4.1. Choose a new solid color 4.4.2. Choose a new theme pattern 4.4.3. More options 4.5. Apply Ornaments 4.5.1. Apply page ornaments 4.6. Add page 4.6.1. Duplicate layout 4.6.2. Add photo pages 4.6.3. Add text pages 4.6.4. Add special pages 4.7. Remove Page 4.8. Get Photos 4.9. Find Help 4.10. Review and resolve Issues 4.11. Choose page layout 4.12. Use my My Photos to 4.12.1. Get photos 4.12.2. Apply auto flow 4.13. Change page views 4.14. Zoom in/out 4.15. Preview book 5. Edit their book 6. Order their created book 6.1. Follow Final Checklist 6.1.1. Continue 6.2. Sign-in 6.2.1. Register or Sign in to their Blurb account 6.2.1.1. Use email as username 6.2.1.2. Create a password 6.2.1.3. Sign in 6.3. Upload and Order 6.3.1. Wait as the book is uploaded 6.4. Order when upload Complete 6.5. Customize their book 2013 Shannon D. Foster Foster 16
6.5.1. Select the cover 6.5.2. Select the paper 6.5.3. Select the end sheets 6.5.4. Review the Order Summary 6.5.4.1. Select book quantity 6.5.4.2. Add an instant PDF version if they would like 6.5.4.3. Add to Cart 6.6. In Your Shopping Cart 6.6.1. Check quantity 6.6.2. Checkout 6.7. Checkout Deliver to 6.7.1. Add or edit Deliver To address 6.7.2. Choose Delivery Date (shipping) 6.7.3. Review Order Summary 6.8. Choose checkout payment options 6.8.1. Add or edit Bill To address 6.8.2. Select Payment Method 6.8.3. Review Order Summary 6.8.4. Review checkout delivery and billing 6.8.4.1. Review Delivery Address and Billing Address 6.8.4.1.1. Edit if necessary 6.8.4.2. Input Payment Method 6.8.4.3. Review Order Details 6.8.4.3.1. Edit if necessary 6.8.4.4. Place Order 6.8.5. Note order details and save confirmation number
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Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan.

Learning Objectives (a) Blooms Psychomotor Taxonomy Classification (b) Manipulation Format of Assessment (c) Description of Test Form (d) Sample items (e)
1.0 Locate Blurb on the web 2.0 Download the Blurb Booksmart 3.0 Start a new book 4.0 Create your book 5.0 Edit their book 6.0 Order their created book
Performance
Computer observation
Performs a Web search to find the Blurb.com site
Precision
Performance
Computer observation with a checklist Computer based project Microworld
Follows directions for download with little or no help from teacher or peers. Chooses suitable theme and layout for childrens book Downloads artwork with little or no help from teacher or peers Applies appropriate format for a fairytale book to text and graphic pages Sets parameters for complete uploaded book for others to see and purchase, if so desired.
Precision
Performance
Articulation
Performance
Articulation
Performance
Microworld
Precision
Performance
Portfolio
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Part 3c. ARCS Table
ATTENTION
A.1 Perceptual Arousal Read a story to the class created and self-published using Blurb Booksmart. Show students several books created and self-published using Blurb Booksmart. Display two versions of a storybook; o One created and copied on a copy machine o One created and self-published using Blurb Booksmart A2. Inquiry Arousal Students will be asked to consider different types of storybooks. Ask students which storybooks are more appealing to them and why. Group students together to discuss what they find appealing and unappealing in a variety of given storybooks. A3. Variability Begin each class with a different example of a book self-published in Blurb Booksmart. Students will be allowed to create their own groups of three.
RELEVANCE
R1. Goal orientation Explain the similarities between already know skills used in word processing programs and the skills needed to use the Blurb Booksmart program. Using an overhead projector and a computer, demonstrate the ease of use of the Blurb Booksmart program. Tell students that when they are finished, they will have a professional looking self-published fairytale storybook. R2. Motive matching Hands on practice will allow students to create basic or advanced layout of their fairytale storybook. A demonstration will be given on how students can edit their storybooks during the initial process and even after they have uploaded and published a copy; this will make students aware that their books can be updated whenever they choose. R3. Familiarity As a class, students will discuss how self-published materials will benefit them. Ask student what ways using a self-publishing program could help them in other areas of their life.
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CONFIDENCE
C1. Learning requirements Enough time i given for students to practice new skills, experiment with page layouts, and decide on a final format for their fairytale storybook. Each class will focus on different skills and time will be given for practice and to ask questions, if needed, regarding different skills. C2. Success opportunities Individual oral and written feedback will be given as students develop their storybooks. Peers will edit each others storybook as they proceed through the process. C3. Personal control Students will choose their own peer editors. A check list will be available based on the discussion from the Inquiry Arousal identifying what makes a storybook appealing or unappealing. A grade of Complete or Incomplete based on a published copy will be given. The personal tastes and formatting of the book will be based on the authors personal preferences as determined by the class discussion from the Inquiry Arousal.
SATISFACTION
S1. Natural consequences Students will have a professional looking self-published fairytale storybook with a written story, illustrations, and formatting created and chosen by them that they can use to display in their senior portfolio. Students will have acquired skills for self-publishing they can use in other areas where they are interested. S2. Positive consequences Constructive feedback on student projects will be given to encourage them to continue to build on their new skills and to improve as they become more proficient in self-publishing. Student will be able to invite others to view their self-published work and order a copy. Because students can set the price if others purchase their fairytale storybook, they may even earn some extra money from their project. S3. Equity Expectations for each students project will be the same: complete or incompl ete. The successful completion of self-publishing a copy of the students own fairytale storybook will be the primary goal of this activity.
Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.
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Part 4. Instructor Guide

Introduction (10 minutes)
Gain Attention Call the class to order and ask students to sit in a circle on the floor so you can read them a story. Read the story Cuenten con sus amigos. Have students return to their seats. Establish Purpose Explain that they will be using their previously written fairytales to self-publish a professional looking storybook using the self-publishing program Blurb Booksmart. Tell them they will learn how to use the program to create a storybook, publish it, order a copy of it, and share it with other. Arouse Interest and Motivation or Stimulate Learners Attention/Motivation Show them several storybooks that have been self-published using the Blurb Booksmart program and other well-known storybooks published by a professional publishing company. Pass the books around so they can handle them and feel the quality of each type of published book. Next, show them a copy of a storybook written, created, and copied on the office copy machine. Tell them that when they are finished they will have a professional looking storybook complete with text and illustrations. Preview the Learning Activity or Provide Overview Explain that the project has five different parts. First, they will consider what makes an appealing storybook and develop a checklist to follow as they design their own storybook. Second, they will see a demonstration of how to download Blurb Booksmart and begin to set up their storybook. They will be given time to set up their own storybook. Third, they will watch a demonstration of the different tools for word processing, page formatting, and uploading illustrations and graphics they plan to use in their books. They will then have time to practice using the different tools and begin uploading their illustrations or graphics. Fourth, they will have time to work on their projects. Tell them they will receive constructive feedback from the instructor and they will peer edit each others work using a checklist they will create as a class. Finally, they will see a demonstration of how to upload their book to the Blurb Web site in order to publish, share, and order a copy of their fairytale storybook.
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Body
Lesson 1: (40 minutes) (10 minutes) Bring out the collection of storybooks presented at the beginning of the project. Ask students to consider the differences between the varieties of storybooks and decide why certain storybooks are more appealing than others are. Note their comments on the white board.
(10 minutes) Have the class break into groups of three. Ask them to identify four or five specific points that make a storybook appealing and four or five that are unappealing. Ask students to write down their top five points, rank them in order from one to 10 with 1 being the most appealing and 10 being the least, and give an explanation. (10 minutes) Reconvene as a class. Write, discuss, and rank all of the groups poi nts. Use this list to create a checklist / handout for students to consider as they design their own fairytale storybook. (10 minutes) Turn on the projector and demonstrate how to find Blurb Booksmart on the Web. Demonstrate how to download the program to their computers and show them how to begin setting up their storybooks. Based on the course goals and objectives have the students:
1. Locate Blurb on the web 2. Download the Blurb BookSmart by clicking on Get Started button. 3. Start a new book 3.1. Choose a book 3.1.1. Give their book a title 3.1.2. Fill in the authors name 3.1.3. Choose the size of their book 3.1.3.1. Use the Learn More button for more information 3.1.3.2. Check pricing Give students time to explore the different book set up options for the size and pricing. 3.2. Choose your starting point 3.2.1. Choose your layout 3.2.2. Choose Wing it to create their own layout pages or choose Guide Me for help along the way. 3.3. Get photos 2013 Shannon D. Foster Foster 22
3.3.1. Students will find pictures, graphics, or illustrations they plan to use in their fairytale on their computer. 3.3.2. Students will upload them to the Blurb Booksmart program to use in their fairytale book. 3.3.3. Choose guide me or if they are familiar with Booksmart choose Start book now. 3.4. Choose your theme 3.4.1. Explore the theme options and choose your favorite
Allow student time to explore the theme options choosing their favorite for their storybook. Remind students they need to bring their pictures, illustrations and graphics to Lesson 2. They will upload their pictures, etc. to Blurb BookSmart and begin designing their storybook. If time does not allow, assign students objective 3.4 and 3.4.1 as homework. Ask them to explore the theme options and choose their favorite.
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Lesson 2: (50 minutes) (5 minutes) Call the class to attention. Hand out the checklist generated during the first lesson. Ask students to consider it and compare the next story read. Read Say Hola in Spanish! Discuss whether the storybook met the criteria set out in the checklist.
Inform students that today they will begin creating their own storybook using Blurb BookSmart. (15 minutes) Turn on projector and computer and bring up the Blurb BookSmart program with the sample book started in Lesson 1. Students should have decided on a theme for their book during Lesson 1. Explain to them that many of the tools are similar to other word processing programs. Remind them that they will be able to edit anything they work on at any time, even after they have uploaded their book to the Blurb Web site. Even after they publish their storybook, they can revise their storybook. Begin with the tool bar across the top of the page. Demonstrate each of the tool areas following the objectives lined out for the course, starting with:
4. Create your book 4.1. Change Sizes if desired 4.2. Edit Layout 4.2.1. Add/Delete image container 4.2.2. Add/Delete text container 4.2.3. Lock or unlock container 4.2.4. Duplicate container 4.2.5. Move containers 4.2.5.1. Drag and drop 4.2.5.2. Align Containers horizontal 4.2.5.3. Align containers vertical 4.2.6. Delete header 4.2.7. Delete footer 4.3. Change theme 4.3.1. Choose a new theme 4.4. Change backgrounds 4.4.1. Choose a new solid color 4.4.2. Choose a new theme pattern 4.4.3. More options 4.5. Apply Ornaments 4.5.1. Apply page ornaments 4.6. Add page 2013 Shannon D. Foster Foster 24
4.6.1. Duplicate layout 4.6.2. Add photo pages 4.6.3. Add text pages 4.6.4. Add special pages 4.7. Remove Page 4.8. Get Photos 4.9. Find Help 4.10. Review and resolve Issues 4.11. Choose page layout 4.12. Use My Photos to 4.12.1. Get photos 4.12.2. Apply auto flow 4.13. Change page views 4.14. Zoom in/out 4.15. Preview book (25 minutes) Allow students time to practice using the tools and begin working on their storybook. Circulate and give help if needed and offer feedback to students regarding page set up. Remind them to keep in mind the checklist criteria they considered as a class during Lesson 1. Remind students to save their work periodically so they will not lose any changes they have made. (5 minutes) Encourage students to continue to work on their books for the next lesson. They should have a first draft of their storybook complete with text and illustrations.
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Lesson 3: (40 minutes) (5 minutes) Call the class to order. Begin the class by reading the Blurb published book Los colores del ao. Discuss the checklist created in Lesson 1 and determine if the book followed the criteria for a good storybook. Inform the students that today they will be peer editing their books, editing, uploading, self-publishing, ordering, and sharing their book on Blurb. (10 minutes) Students should have a draft of their storybook available for peer editing. Ask students to find a partner with whom they can share their book. Following the checklist criteria developed as a class in Lesson 1. Peers should evaluate, edit, and make suggestions (if needed) to improve each others storybooks. Using the same tools as they used to create their storybooks, make any corrections and edit any formatting suggestions they would like. Remind them to save a copy periodically so they will not lose any changes they have made. 5. Edit their book (20 minutes) Once students are satisfied with their edited storybook, proceed with objective six. Students should have previously checked the pricing schedule (Lesson 1, Objective 3.1.3.2) and should be prepared to order a copy of their storybook. Demonstrate how students can upload, customize, and order theirs storybook following the steps in Objective 6. 6. Order their created book 6.1. Follow Final Checklist 6.1.1. Continue 6.2. Sign-in 6.2.1. Register or Sign in to their Blurb account 6.2.1.1. Use email as username 6.2.1.2. Create a password 6.2.1.3. Sign in 6.3. Upload and Order 6.3.1. Wait as the book is uploaded 6.4. Order when upload Complete 6.5. Customize their book 6.5.1. Select the cover 2013 Shannon D. Foster Foster 26
6.5.2. Select the paper 6.5.3. Select the end sheets 6.5.4. Review the Order Summary 6.5.4.1. Select book quantity 6.5.4.2. Add an instant PDF version if they would like 6.5.4.3. Add to Cart 6.6. In Your Shopping Cart 6.6.1. Check quantity 6.6.2. Checkout 6.7. Checkout Deliver to 6.7.1. Add or edit Deliver To address 6.7.2. Choose Delivery Date (shipping) 6.7.3. Review Order Summary 6.8. Choose checkout payment options 6.8.1. Add or edit Bill To address 6.8.2. Select Payment Method 6.8.3. Review Order Summary 6.8.4. Review checkout delivery and billing 6.8.4.1. Review Delivery Address and Billing Address 6.8.4.1.1. Edit if necessary 6.8.4.2. Input Payment Method 6.8.4.3. Review Order Details 6.8.4.3.1. Edit if necessary 6.8.4.4. Place Order 6.8.5. Note order details and save confirmation number (5 minutes) After ordering their book, they will find the share button where they can choose with whom they would like to share their book. Ask students to share their book with you by sending your email link to their book. (Order a copy of each book for the classroom / school library if funding is available.)
the
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Conclusion (10 minutes)

After students have finished ordering and sharing their storybook, take a quick tour of the Blurb site as a class. Look at different types of books that have been selfpublished using Blurb. Discuss how self-published materials would benefit them in other areas of their life. Have students to write a short description of their experience using the Blurb BookSmart program. Include a description of any difficulties they may have had, editing suggestions for others, and a description of how they could see themselves using Blurb BookSmart again. Ask students to bring in the copy of their selfpublished storybook when it arrives to share with the class. Tell them this is a great artifact to display in their senior portfolio. Remind students that professional looking works are good examples of their accomplishments and a skill they can use in their private lives as well as in their professional lives. Encourage students to look around the Blurb Web site and preview other types of books that people have self- published. End the lesson.
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Part 5. Learner Content

Part 5a. Learning materials
Learners will use several different types of materials to complete this project.
Collected Materials
Original illustrations and pictures or selected illustrations and pictures already uploaded and ready to use. Previously written and graded Spanish fairytale will be used as the text in their fairytale storybook and should already be available in a digital format. Samples of selected previously self-published storybooks, by Blurb and by color copy machine for comparison. Books created using Blurb: Los colores del ao by Shannon D. Foster Cuenten con sus amigos by Shannon D. Foster Color copy machine published books: Los colores del ao by Shannon D. Foster Cuenten con sus amigos by Shannon D. Foster Books by other authors published using Blurb: Cmo son los adultos? By Laura Serrano Garca Hope by Carlee Fountaine A Tail of Magic by Bruce R. Shedd When Fairies Whisper/Cuando las Hada Susurran by Nicole Olalla
Part 5b. Formative and/or Summative Assessment materials

Formative assessment is done throughout the practice portion of the instruction. The instructor circulates though out the classroom as students practice the skills presented in the lessons and create their fairytale storybook. Students work in pairs to edit and evaluate each others work, and make suggestions based on the check list developed by the class in the opening lesson. Because this project is based on the completion of creating a fairytale storybook previously written by the student and graded by the instructor, the summative assessment will consist of the following requirements (see Appendix B). Student must have: completed a fairytale storybook, including illustrations, based on the checklist developed by the class. Foster 29
uploaded a final version of their storybook to Blurb. shared the link to their fairytale storybook with the instructor. completed a reflection based on their experiences using Blurb BookSmart. (see grading rubric Appendix C) Whether a student orders a copy of the book is up to them. The instructor will give feedback after reviewing the grading rubric (Appendix B) and the uploaded fairytale as shared in the students link.
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Part 5c. Technology Tool Justification

In order to create a fairytale storybook for self-publishing, several technology tools are needed.
Technology Tool
Student personal computer School computers Personal devices Blurb and Blurb BookSmart (Blurb - Make your own book. Make it great, 2013) Instructor personal computer Overhead projector and screen connected to the instructors computer
Justification for Tool

Used to create the student fairytale books. PCs are available in all classrooms and in the computer lab. Most students use PCs rather than Mac at the school. Downloadable program for creating and self-publishing the students fairytale storybook. I chose this program because it is free to use for creating works. Blurb also saves uploaded book files for future purchases. Used for live demonstrates of functions of the Blurb BookSmart program in conjunction with overhead projector. Displays instructors demonstration for students to follow. Available in all classrooms for teacher use.
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Part 6. Formative Evaluation Plan

Evaluation Summary
There are two types of evaluations that to take place in order to see if the design / development process has arrived. At different points throughout the design process, the formative evaluation checks to see if the developing materials meet the intended instruction or if they need to be revised in some way. After initiating the instruction with the intended audience, an assessment follows with the summative evaluation. Summative evaluations collect data useful for making decisions regarding the efficiency and effectiveness of the instruction and may affect its continued use. Both evaluations can identify what needs revising and do not stop after initial instruction is completed. Ongoing evaluations and revisions can continue to improve instruction based on feedback as it repeats. Formative Evaluation There are four stages that take place within the formative evaluation: design reviews, expert reviews, learner validation, and ongoing evaluation (Smith & Ragan, 2005, p. 328). The design review stage is usually completed prior to the creation of materials, the expert reviews are done after materials are created, but before learners interact with the instruction and the last two stages involve individual or groups of students: one-to-one evaluation, small group evaluation, and field trials. Summative Evaluation After administration of instruction a summative evaluation occurs. In the summative evaluation, collected information and data should be analyzed to see if the results satisfy the following questions: Were the goals and objectives met in an effective and efficient manner by the learners? What was the cost of instruction? Was the instruction cost effective? Was the instruction delivered as intended? Were there any surprises that arose from the instruction? If so, what were they? Should the instruction be continued?
Part 6a. Expert Review

Lisa Samborsky, a Spanish teacher and a classmate in the BSU EdTech 503 course, has agreed to serve as my Subject Materials Expert (SME). She teaches Spanish levels 1 through 3 to junior and senior high school students. I will submit the design document 2013 Shannon D. Foster Foster 32
and materials to her by Wednesday, May 1, 2013. Her feedback will be returned by Sunday, May 5, 2013. Questions to be answered by the SME: Are the materials age-appropriate? If not, what would you change? Is the expected use of technology realistic for learners? If not, what needs to be addressed? Are the goals and objectives realistic for learners? If not, which ones are questionable? Are there sufficient samples for instructor use? If not, how many would you recommend? Is the instructors guide easy to follow? If not, what were the sticking points? Is enough information given to help instructors who are unfamiliar with Blurb BookSmart become familiar with the program? If not, what other information might be added? Is the time allotted sufficient for completion of the instruction? If not, how much time would you suggest? Other suggestions?
Part 6b. One-to-One Evaluation

In the one-to-one evaluation, the designer will work with two or three learners that represent the target audience and an instructor of the course. During this evaluation, any blatant errors in grammar or sentence structure would be addressed. Anything interfering with the instructors ability to teach the lesson or a learners ability to understand what the instruction is asking them to do would be addressed, evaluated, and revised by the designer, if necessary. Questions to ask the instructor: Does the instructors guide give enough links for them to find samples? If not, how many would be sufficient? Do the lessons flow naturally from one-step to the next? If not, how would they adjust the steps? When preparing the instruction for their learners, was it clear what the intended outcomes were for the instruction? If not, what else would they like to see included? Is the instructor familiar with computer based book publishing applications? Did they feel comfortable using the Blurb BookSmart program? Why or why not? Did they find the program intuitive? What was their first impression of the program? Questions to ask the learner: 2013 Shannon D. Foster Foster 33
Were the goals clear on what was expected of them during the instruction? Why or why not? Were the directions easily understood? If not, with which ones did they have difficulties? Was there sufficient time given to practice using the tools in Blurb BookSmart? If not, how much time would they have needed? Was too much time given for practice? Was the Blurb BookSmart program intuitive to them? What was the most difficult tool to use? Which was the easiest?
After receiving feedback from the instructor and the learners, the designer would revise those things that were confusing or difficult to grasp.
Part 6c. Small Group Evaluation

After the one-to-one evaluations were reviewed and any necessary changes were made, a small group evaluation would be given to between eight and twelve learners that represent the target audience and an instructor who would teach the lessons. The learners comfort levels with computer applications would range from novice to proficient so the designer would get a better idea of the instructions applicability for all levels of learners. The designer would observe while the instructor taught the small group using the revised instructions only stepping in to help if the lesson came to a standstill due to insufficient information. Questions to ask the instructor Were the links and samples sufficient for instruction? If not, what would they add? Was forward progress achieved within the time frame allotted? Was too much time given for instruction and practice? If not, how much time would they recommend? Was the instructor able to answer learners questions based on the information given in the instructors guide or from experience with the Blurb BookSmart program? If not, what kinds of information would have helped them answer the questions? Did the instruction meet its intended goals? If not, which goals were not met? Was there anything about the instruction they found difficult? If so, what was it? Questions to ask the learners Were the learners familiar with any self-publishing software prior to instruction? If so, what? Was there any prior knowledge that helped them navigate the Blurb BookSmart application? Did the learners complete their books within the time allotted? If not, how much time do they feel they would need to complete the project? Was too much time given for instruction? Foster 34
Were they able to follow the instructors directions easily? If not, what was difficult for them? What did they like the best about the activity? What did they like the least? Would they recommend the designer change anything about the instruction? If so, what and why?
Part 6d. Field trial

Using the revisions from the one-to-one evaluation and the small group evaluation to instruct learners should now take place in a field trial in an authentic environment. Implementing the field trial should evaluate the effectiveness of the revised materials and their ability to achieve the intended outcomes as stated by the goals and objectives. Questions that should be addressed after the field trial has concluded will give the designer the data needed to address any problems before the instruction is offered on a larger scale and in its finished form (revisions to improve the instruction can be an ongoing process). Questions the designer must answer: Was instruction implemented as intended? Were there any problems administering the instruction? If so, what were they? Was the instructor satisfied with the results? If not, what would they have liked to see happen? Was the instructors guide easy to follow and implement? If not, what were the problems? Did they have to make changes as they instructed? If so, what were the changes? Did learners achieve the intended outcomes? If not, which ones were not met? Did the learners enjoy the process? If not, what were their complaints? Was enough time given to complete the instruction?
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Part 7. Formative Evaluation Report

Part 7a. Subject Matter Expert (SME) Evaluation and Project Rubric
Below are questions I asked Lisa Samborsky, my Subject Matter Expert (SME), to address when evaluating my Boise State University, EdTech 503: Instructional Design, Using Blurb to Publish a Spanish Fairy Tale Storybook project and her responses. Subject Matter Expert (SME) Evaluation 1. Are the materials age-appropriate? If not, what would you change?
2. Is the expected use of technology realistic for learners? If not, what needs to be addressed?
3. Are the goals and objectives realistic for learners? If not, which ones are questionable?
4. Are there sufficient samples for instructor use? If not, how many would you recommend?
5. Is the instructors guide easy to follow? If not, what were the sticking points?
6. Is enough information given to help instructors who are unfamiliar with Blurb BookSmart become familiar with the program? If not, what other information might be added?
7. Is the time allotted sufficient for completion of the instruction? If not, how much time would you suggest?
8. Other suggestions?
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Grading Rubric
Using Blurb to Publish a Spanish Fairytale Storybook Did student complete a fairytale storybook, including illustrations, based on the checklist developed by the class? Yes (10 points) Partial No (0 points)
20 points Storybook is complete. Illustrations are present. Class developed checklist is followed.
5-15 points Storybook is complete. Some illustrations are present. Some points from checklist are followed.
0 points Storybook is incomplete. No illustrations. Did not follow checklist.
Did student upload a final version of their storybook to Blurb? Did student share the link to their fairytale storybook with the instructor?
10 points
N/A
0 points
10 points
N/A
0 points
Did student complete a reflection based on their experiences using Blurb BookSmart?
10 points
N/A
0 points
Part 7b. Report the results of the expert review

Subject Matter Expert (SME) Evaluation 1. Are the materials age-appropriate? If not, what would you change? Yes. The directions for the website tasks are written for high school 2013 Shannon D. Foster Foster 37
students. 2. Is the expected use of technology realistic for learners? If not, what needs to be addressed? Yes - visit website - download - continue working on project. View demonstration and examples on classroom projector. 3. Are the goals and objectives realistic for learners? If not, which ones are questionable? According to your survey results, students are not familiar with second language keyboard configurations. Is there time during instruction when learners will receive instruction or practice? 4. Are there sufficient samples for instructor use? If not, how many would you recommend? Yes, there are sufficient examples of Blurb books and practice evaluation books. 5. Is the instructors guide easy to follow? If not, what were the sticking points? Yes, the guide is easy to follow. While I was reading the activity of ranking the sample books, I realized that each group would have a different list of categories to evaluate. Is that correct or will the class decide together on 4-5 categories? With regards Assessment rubric, is each section worth 10 points? Perhaps the first category of "creating the book" could be worth more points since it requires more time and effort. 6. Is enough information given to help instructors who are unfamiliar with Blurb BookSmart become familiar with the program? If not, what other information might be added? Yes, while there are many steps to follow, each is organized in a logical manner. 7. Is the time allotted sufficient for completion of the instruction? If not, how much time would you suggest? The Introduction section includes many activities. I do not know if they will take place before the first lesson and if 10 minutes is sufficient time. 8. Other suggestions? The edges of the charts in Section 2D were cut off on my copy.
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Part 7c. Comments on Change

After reviewing the comments from my Subject Matter Expert, I changed a few of the original parts. I do need to clarify a few of the issues she pointed out. I crossed out any deletions and I emphasized new information with dark red type. In question three, she mentioned that according to my survey results, many of the students are unfamiliar with using a Spanish keyboard configuration. The students I surveyed are most familiar with a traditional second language classroom. Because I am new to this community, I did not know what the students had learned previously. In order to compensate for their lack of familiarity with typing on a Spanish configured keyboard, I would have presented this skill prior to this project at the beginning of the school year. Because students will be required to submit their fairytale storybook as a typed document, as well as prior assignments, they will have already used the Spanish keyboard configuration. In question five, I changed the wording from Lesson 1 to the following:
Reconvene as a class. Write, discuss, and rank all of the groups points. Come to a consensus as to which points the class will use to Use this list to create the project checklist / handout they will use for students to consider as they design their own fairytale storybook. For the second question regarding adding more points to the creating the book portion of the project, in order to compensate students for the more requirement of time and effort I adjusted the point values from 10 points (for completion) to 20 points, thus rounding out the project to 50 points total. In question seven, my SME is not sure 10 minutes is sufficient time to complete all the activities in the Introduction. The timing may need to be adjusted. In Lesson 1, some of the activities are similar to those in the introduction and could be combined or time reduced a bit, or objective 3.4 and 3.4.1 can be assigned as homework. I included the following paragraph to the end of Lesson 1. If time does not allow, assign students objective 3.4 and 3.4.1 as homework. Ask them to explore the theme options and choose their favorite. This will give them time to explore the various themes. In question eight, my SME mentioned the edges of the charts were cut off in her copy. I adjusted the boarders of the Primary Objectives and Subordinate Objectives under Section 2d. They come across complete in my copy of the project, so I am not sure what happened.
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Part 8. AECT Standards Grid

Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 2013 Shannon D. Foster Foster 40 ID Project X X X X X X ID Project ID Project ID Project ID Project Selected Discussion Forums; ID Project
X ID Project X ID Project
X ID Project X Reading Quiz; ID Projects (all assignments) X
X (all assignments) ID Project X
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 ID Project X ID Project X
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Course Goals & Objectives

The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. 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
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ii.
Identify methods and materials for communicating subject matter that are contextually relevant
b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives
c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions
d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation
12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication
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AECT Standards (Applicable To EdTech 503)

1.0 Design
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., practice, field experiences, and 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.
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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.
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.
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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, 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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Appendices
Appendix A Needs Analysis Survey Appendix B Subject Matter Expert Evaluation
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Appendix A: Needs Analysis Survey

This survey is intended to gather information for a writing project from students regarding their knowledge and use of computer based self-publishing software. The project is for students in their second or third year of high school Spanish who after completing three hours of instruction, will create and publish an original modern-day fairytale in Spanish using free self-publishing software. Please take a minute to complete the following questions. Any information obtained by this survey will be used expressly for this project and will not be given to any outside source. Thank you for your participation. Grade level __________________ First Name Gender M / F Date ___________________ Years of a second language taken: 1 2 3 4 Yes No _________________________________________________________
Please answer questions 1 14c with a check mark in the appropriate column. Please answer question 15 with a brief sentence or two. Publishing 1. Have you ever written a story or article that you would like to publish? 2. Have you ever published anything? Spanish Keyboard Configuration: 3. Are you familiar with different language configurations on your computer keyboard? 4. If so, do you know how to convert your keyboard from an English configuration to a Spanish configuration? 5. Can you type using a keyboard configured for Spanish punctuation and letters? Computer Software: 6. Do you know how to locate new software on the Web? 7. Are you familiar with Web-based self-publishing software? a. If so, which one(s)? 2013 Shannon D. Foster
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______________________________________ 8. Do you know how to download applications from the Web to your own computer for personal use? 9. Are you familiar with how to edit written work using computer software? 10. Do you know how to use page design templates? 11. Can you modify a page design template to reflect your personal style? Illustrations, pictures, and graphics 12. Do you know how to find or create illustrations, pictures, or graphics on your computer or on the Web? 13. Do you know how to save illustrations, pictures, or graphics to a file on your computer for future retrieval? 14. Do you know how to find and import illustrations, pictures, or graphics from your computer to different applications? 15. How would a professionally published work of your own benefit your senior portfolio and showcase? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
Thank you for taking time to complete this survey. For further questions please contact me at shannonfoster@u.boisestate.edu. Shannon Foster EdTech 503 - Instructional Design M.E.T program Boise State University 2013 Shannon D. Foster Foster 49
Appendix B: Final Grading Rubric for Fairytale Storybook

Using Blurb to Publish a Spanish Fairytale Storybook Did student complete a fairytale storybook, including illustrations, based on the checklist developed by the class? Yes Partial No
20 points Storybook is complete. Illustrations are present. Class developed checklist is followed.
5-15 points Storybook is complete. Some illustrations are present. Some points from checklist are followed.
0 points Storybook is incomplete. No illustrations. Did not follow checklist.
Did student upload a final version of their storybook to Blurb? Did student share the link to their fairytale storybook with the instructor?
10 points
N/A
0 points
10 points
N/A
0 points
Did student complete a reflection based on their experiences using Blurb BookSmart?
10 points
N/A
0 points
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50
References
Blurb - Make your own book. Make it great. (2013). Blurb. Retrieved February 20, 2013, from http://www.blurb.com Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, N.J.: J. Wiley & Sons. Work and Jobs in Hobson, Montana (MT) Detailed Stats: Occupations, Industries, Unemployment, Workers, Commute. (n.d.). Retrieved April 13, 2013, from http://www.city-data.com/work/work-HobsonMontana.html#mostCommonOccupations
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51

EdTech 503 Final Project Paper

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Using Blurb to Publish a Spanish Fairytale Storybook

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

2013 Shannon D. Foster

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

2013 Shannon D. Foster

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

Part 1b. Audience

Part 1c. Rationale

2013 Shannon D. Foster

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

Part 2. Analysis Report

Second Lanugage Learners

2013 Shannon D. Foster

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

EdTech 503: Needs Analysis Survey

Part 2b. Description of the Learning Context

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

Part 2c. Description of the Learners

2013 Shannon D. Foster

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

2013 Shannon D. Foster

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

Part 2d. Learning Task Analysis

2013 Shannon D. Foster

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

2013 Shannon D. Foster

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

2013 Shannon D. Foster

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

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

Performs a Web search to find the Blurb.com site

Computer observation with a checklist Computer based project Microworld

2013 Shannon D. Foster

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

Part 3c. ARCS Table

2013 Shannon D. Foster

EdTech 503 Instructional Design Project

Using Blurb to Publish a Spanish Fairytale

2013 Shannon D. Foster

EdTech 503 Instructional Design Project