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Jill Sooy 04/23/11 Instructional Design

Topic: Using Blogger to create and use reading blogs for language arts Grade Level: 8th Grade Analysis Report
Needs Analysis Desired Situation This instructional unit is a collaborative effort between the language arts department and the library media teacher. The language arts teachers are looking for new ways to motivate students to interact and work more creatively and collaboratively on the book selections in the 8th grade language arts curriculum. They are looking for a way for students to discuss the books they read, comment on those discussions, and dig more deeply into certain areas of interest pertaining to the reading selections. At the same time, the library media teacher wants to insure that students meet the following state and national Standards: Ohio Technology Standard 3: Technology for Productivity Applications Students learn the operations of technology through the usage of technology and productivity tools. Students use computer and multimedia resources to support their learning. Students understand terminology, communicate technically and select the appropriate technology tool based on their needs. They use technology tools to collaborate, plan and produce a sample product to enhance their learning and solve problems by investigating, troubleshooting, and experimenting using technical resources.

National Education Technology Standards for Students: Standard 3 Technology Productivity Tools Students use technology tools to enhance learning, increase productivity and promote creativity Students use productivity tools to collaborate in construction technologyenhanced models, preparing publications and producing other creative works.

National Education Technology Standards for Students: Standard 4 Technology Communication Tools Students use telecommunication to collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

By teaching students to use Blogger.com to create and enhance their own reading blogs, they will be learning how to meet the above technology standards as well as use a blog as a vehicle to enable them to post summaries and opinions on books and allow the teacher and classmates to comment on the posts to further discussion, link to other websites for more information on the book or a certain aspect of the book (background information on the setting of the story or biographical information on the author, for instance). In addition, the instruction will teach them to add images pertaining to the story or author, collaborate on group projects, promote creative expression, and use the blog to track what they have read and learned throughout the school year. Current Situation Teacher Interview with Language Arts Teacher and Media Advisor Through discussion with an 8th grade language arts teacher and the middle school media advisor, the need for instruction was confirmed. The language arts teacher confirmed that there is a need for new and fresh ways for students to interact with each other relating to the books they read. Some students are reluctant to comment in class in front of their peers. But she feels that a blog would allow those students who are reluctant to participate in the discussion in the classroom to gather their thoughts and think about what they want to say before they make their post, making it easier for them to feel comfortable participating. She also feels that since this would be something new, there would be a lot of enthusiasm for it. She hopes that reading blogs might be something that the high school teachers would want to adopt as the students move on to higher grades, which would allow the students to maintain a lengthy log of what they have read, discussed, and learned in this subject area. Survey of students A brief, informal survey was done in the class to get a clearer picture of the current situation. 96% of students said they use the Internet everyday or almost every day. 100% claim they have access to the Internet at home.

92% of students said they had never used Blogger to set up a blog. 96% of students said they had never set up a blog on a different site. 0% of students said they have used a blog for educational purposes. 64% of students have used or currently use Facebook. 80% of students expressed an interest in learning how to set up and use a personal reading blog. 80% of students felt a blog would be a good vehicle to promote book discussion between members of the class. Learning/Performance Gap Both teachers and the survey confirmed that students are very familiar with using the Internet and some use social media sites such as Facebook, which has some similar features to Blogger, such as the ability to link to other areas of the Internet and images from the web. But only 8% the students had any familiarity with using Blogger. While a familiarity with Facebook may help in the transfer of skills to Blogger, knowing how to use Facebook alone does not preclude the need for instruction on using Blogger to set up and maintaining a reading blog for their language arts class. So the gap exists because 92% of students have not used Blogger, and none of the students have experience in using a blog for educational purposes. Most have no experience with a blog at all. Learner Analysis General Characteristics (Information obtained from interviews with language arts teacher, media advisor, and student survey.) Class Size The class consists of 25 students. All students will be participating in the unit. The unit will be presented to the class as a whole and then students can work independently or one-on-one with the teacher as additional guidance or instruction is needed. Implication: The lab the students will be working in has 26 computers, so each student will have their own computer on which to work. Gender The class is made up of 15 females and 10 males. Implication: The class has slightly more females than males, but this should not affect the instruction.

Age Students are all 8th graders, aged 13-14 years old. Implication: This is an age when students generally spend a lot of time online, which may partially explain the high percentage interested in setting up and using a blog. Students have had years of experience navigating the Internet. Ethnicity and Language Proficiency Twenty-three of the students are Caucasian, two students are African American, and one student is Asian. All speak English as their first language. Implication: Language differences are not a factor in instruction. School Performance Based on teacher interview, most of the students are A and B students. Three are at C level. There are currently none earning a D and none are failing. Implications: This is an academically capable group. Entry Skills All students are proficient at typing and navigating the Internet reasonably well. Some have experience using social media sites, the set up of which have some similar characteristics to blogs. Drawing upon their knowledge in this area may help them with the blog setup. Implications: Students have the background knowledge and skills necessary to perform the tasks required in the instructional unit. Special Needs The only special need represented in the class is one student with vision problems. This should not be a factor, as most of the work will be done on a computer at arms length away from the student where she has no trouble seeing from that distance. Any instruction that is done from a distance, or using a projector will be taken into account. Implications: For the type of instruction in this unit, problems with seeing things at a distance should not be an issue. Student Motivation Eighty percent of students expressed an interest in learning how to set up and use a personal reading blog. In addition, eighty percent of students felt a blog

would be a good vehicle to promote book discussion between members of the class. Implication: These percentages indicate that students are motivated to learn how to set up and use blogs. Context Analysis Teacher Experience The Media Advisor teacher has three years of experience, all in his current position. He will be the person that helps the students get the blog set up and shows students how to use it. The Language Arts teacher has a masters degree and nine years of experience, six years in her current position. She will set the requirement for how blog is to be used for class, and can also assist students who have questions, as she is familiar with Blogger. Technology Available Students will be working in a computer lab equipped with 26 computers, so each student will be able to work on their own computer. If more than one computer is not working, a mobile computer can be pulled in so that each person can still have their own computer. The lab is equipped with a projector and Internet access on each of the computers. All students indicated having Internet access at home where they will be able to work on and use their blogs. When the students are in Language Arts, there will be 4 computers available. This will give students the ability to pull up the blog in class and have the Language Arts teacher look at it or answer questions when they arise. Content Resources Students will use handouts prepared for this instructional unit, and will be spending the majority of their time on Blogger.com as they learn to set up and add to their blogs. Students will be shown example blogs so the can see different layouts, font styles and sizes, and ideas for how they might want to set up their own blogs.

Purpose Statement
The purpose of this instruction, blending face-to-face and online activities, is to teach students how to use Blogger.com to set up and use a reading blog to be used in their language arts class as a way to discuss, collaborate on, and more deeply explore the content of the books they read.

Goals and Objectives


Goal: Students will be able to use a blog as an intellectual tool for their language arts class. Objective: Given Internet access, students will demonstrate proficiency in the following objectives using Blogger.com, which will be graded according to a checklist. Set up a new blog Generate two posts, including an introductory post and a post pertaining to the current literature selection as determined by the language arts teacher Edit posts Add a link to information relevant to the literature selection in the posts Add a picture relevant to the literature selection in the posts

Assessment Plans
Assessment will be performed both formally and informally. Formal Assessment Formal assessment will be performed through the use of a checklist. Students will be provided with the goal and the objectives, and the instructional materials. The checklist will break the objectives down step by step. By referencing the checklist, the instructor will be able to tell whether or not the students were able to perform each step needed in order to meet the objective, and if not, where students met with difficulty.

Checklist For Language Arts Blog

Name:__________________________________________ Date:____________/_____________/________________
Goal: Students will be able to use a blog as an intellectual tool for their language arts class. Objective: Given Internet access, students will demonstrate proficiency in the following objectives using Blogger.com, which will be graded according to the following checklist. YES 1. 2. ____________ 1. Set up a new blog on Blogger.com ( 20 ) 1.1 Navigate to Blogger.com home page 1.2 Click Get Started 1.3 On the Create a Google Account Page, enter e-mail 1.4 Retype e-mail 1.5 Enter and retype password 1.6 Enter a display name 1.7 Enter your birthday 1.8 Complete the Word Verification box 1.9 Read Terms of Acceptance and check the box NO

__________

_________

__________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________

1.10 Click Continue 1.11 On the Name Your Blog page, type blog title 1.12 Retype blog title as part of the blog address 1.13 On the Verify Your Identity page, click text 1.14 Choose United States from the drop down menu 1.15 Enter mobile phone number for a verification code (Use this number: 330-239-1234) 1.16 Once you have your verification code, enter it in the box and click verify 1.17 Type blog title, and retype it in following box 1.18 Click Continue 1.19 Choose one of the templates 1.20 Click Continue to complete set-up Notes:

__________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________

___________ 2. Generate two posts, including an introductory post and a post pertaining to the current (7) literature selection as determined by your language arts teacher. 2.1 Once your blog is set up, click Start Blogging 2.2 Enter a title for your introductory post __________ __________ __________ __________

2.3 Enter your post in the large text box __________ __________ (Above the text box is a tool bar. If you move the mouse over each tool, you can find out what the tools do.)

2.4 After completing the text for your introductory __________ __________ post, click preview to see how it will look on the page and to check for errors in spelling, spacing, etc. 2.5 Click Publish Post then View Blog to see your post __________ __________ 2.6 At the top right, click on New Post to begin your second post. 2.7 Repeat steps 2.2 through 2.5 for your second post relating to your language arts literature selection Notes: __________ __________ __________ __________

___________ 3. Edit your posts (5) 3.1 From the View Blog screen, click New Post in the upper right side of the page. 3.2 Click Edit Posts in the upper left side of the page 3.3 Next to each post you will find the word Edit Click the Edit next to the post to be changed 3.4 You will see your post with a toolbar just above the text. You can use the various text editing tools to make changes 3.5 Click the orange Publish Post button and View Notes:

__________ __________ __________ __________ __________ __________ __________ __________

__________ __________

____________ 4. Add a link to information relevant to the literature selection in the post (9) (This could be a link to information on the author, historical information on the setting of the book, information about a controversial topic from the book, etc.) 4.1 From the View Blog screen, click New Post in the upper right side of the page 4.2 Click Edit Posts in the upper left side of the page 4.3 Next to each post you will find the word Edit Click the Edit next to the post to be changed 4.4 Click Link midway on the toolbar __________ __________ __________ __________ __________ __________ __________ __________

4.5 In the Text to Display type the word that you want __________ __________ hyperlinked. (Example: If you want to link to author information for Uncle Toms Cabin, type Harriet Beecher Stowe in this box. 4.6 Open a new web page, google the information want hyperlinked and copy the address from the address bar. __________ __________

4.7 Paste this address in the To What URL Should This __________ __________ Go? box 4.8 Click Test this link to make sure it works 4.9 Click Ok Notes: __________ __________ __________ __________

_____________ 5. Add a picture relevant to the literature selection in the posts (3) 5.1 Do a Google Images search for a relevant picture __________ __________ 5.2 Copy the address from the page this picture is on and paste it into the URL here box. 5.3 Click on Add selected Notes: __________ __________ __________ __________

Observer Sign-off:

Name: __________________________________________________________________

Date: _______/_______/_______

Informal Assessment

Informal assessment will be accomplished through a simple system of colored cards. Each student will have a cup placed near his or her keyboard. If everything is going well and they are having no difficulty, they will keep a stick with the green card in their cup. If they have a question or run into a problem area, they will put the stick with the red card in the cup, signaling to the instructor that help is needed. The instructor can gauge how things are going by keeping watch for red cards. If there comes a point where many red cards are displayed, the instructor can stop and take time to revisit an area that is unclear to the students.

Instructional Strategies
The strategies an instructional designer uses to create instructional units are of great importance. Strategies vary depending on the learning outcome. For this project, a model called The Nine Event of Instruction will be used. This model was proposed by Robert Gagne, who suggested there are nine events that activate processes needed for effective learning. The nine events are as follows: 1. 2. 3. 4. 5. 6. 7. 8. 9. Gain Attention Inform Learner of Objectives Stimulate Recall of Prior Learning Present Stimulus Material Provide Learner Guidance Elicit Performance Provide Feedback Assess Performance Enhance Retention and Transfer

What Gagne has done with this model is to offer a set of guidelines to follow when designing instruction that takes learning theory and puts it into a framework that makes it more usable for those going about the process of instruction. With that framework in mind, the instructor can use it as a basis for designing a unit, but can also make changes in the order of the events, combine events or otherwise inject their own creativity to create an instructional unit that best meets the needs of the students.

Procedure Gain Attention and Stimulate Recall of Prior Knowledge

How many of you have a Facebook account or are at least familiar with how it works? What are some ways people use Facebook? To share how they feel about something To connect with others To create a dialogue To network with people who have similar interests To post pictures To link to other information on the web Do you tend to be more willing to try something new or read about something unfamiliar if a friend recommends it to you? Do you find it easier to share your thoughts in written form, as you do on Facebook, having had time to think about what you want to say and how you want to say it? What about sharing in written form versus in front of a group? What are some things you think people need to keep in mind when they are using a social media site? Do you think people become bolder when they can say what they want to say while hiding behind a computer screen? In what ways is this a good thing and in what ways is it not a good thing? Rationale: Gagnes model puts gaining attention as the first event and recall of prior knowledge as the third event. Here, they have been combined. Because Facebook is a social media tool that all of the students are familiar with and is popular among the students, starting the instruction with a brief discussion and a few questions about Facebook will gain their attention and stimulate their interest. Beyond helping to gain attention however, talking about the way people use Facebook will stimulate the recall of posting pictures, linking to other information from the Internet, and thinking through what you want to post. All of these actions are similar to what they will be doing with their blogs. Asking questions about things to keep in mind when sharing opinions and information online helps them to recall what they have learned about appropriate and safe actions on the web.

Inform Learner of Objectives

With the use of a laptop and projector, students will be shown http://genrefluentteentalk.blogspot.com , which is a blog where teens can post recommendations and reviews of books they have read, and the instructors personal blog http://thebutterkids.blogspot.com/2010_11_01_archive.html as examples of blogs that contains pictures, links, and an archive of past posts. While looking at the posts, the instructor will explain that the goal of the project is to set up and use a blog as an intellectual tool for their language arts class. Students will be told that they will need to generate two posts, including an introductory post and a post pertaining to the current literature selection as determined by the language arts teacher. They will also be informed that they will be learning how to edit posts, add links to information relevant to the literature selection they have read, and add relevant pictures to the posts. Rationale: In this way, students will see what the completed objectives look like in a blog, will hear the objectives presented by the instructor, and will also be given a checklist that contains the goal and objectives in written form. Present Stimulus Material and Elicit Performance The instructor will follow the steps outlined on the checklist and demonstrate all of the steps in setting up a new blog on Blogger. While working from the laptop, with the image projected so that students can see, the instructor with create a test blog so that students can see what steps to take and what each screen will look like. The Blogger site itself makes this step simple, as it gives onscreen instructions on exactly what to do to set up the blog. The students will have the checklist in front of them, which they can use to help guide them through the steps. Once all students have successfully set up their blog, the instructor will move on to the next step, which is to generate two posts, including an introductory post and a post pertaining to the current literature selection. Each step, editing posts, adding pictures, and adding links will follow this pattern of making sure all students have completed the current step before moving on to the next. Rationale: The students will first be able to watch a demonstration of each step (present stimulus), and then be given the opportunity to try it themselves (elicit performance). By working through each objective together and in succession, the instructor will be able to keep everyone working on the same objective at the same time. This will avoid situations where one student is working on the final objective of linking to other information while another is still trying to get their blog set up. This will also help by allowing the instructor to answer a

question for several students at once who may all be having difficulty or even repeat the instruction for that objective. Provide Learner Guidance Students will have the checklist in front of them, which outlines the steps they will need to take to complete each objective. This is also where informal assessment will be used. The students will use the cup and red or green card to indicate whether they are doing well or having difficulty. The instructor will be moving about the room, checking for red cards. If there comes a point where many red cards are displayed, the instructor can stop and take time to revisit an area that is unclear to the students. Rationale: After seeing the instructor demonstrate the steps, the students will be able to use the checklist to help them through the steps, but there is still the possibility that students could run into difficulty. For this reason, the instructor should be actively monitoring the room looking for red cards indicating help is needed. Provide Feedback The instructor can pull up the address of any of the students blog on the laptop to point out something done well, or to demonstrate something that the class may be having difficulty with. The instructor will also work with students individually to resolve problems. Rationale: Both group and individual feedback will be provided, depending on the need of the students. During this instructional unit, the students will not receive feedback on the written content of their posts. This will be graded at a later time and throughout the rest of the year by the language arts teacher. Assess Performance Performance will be assessed by determining whether the students completed each of the steps on the checklist and by the informal assessment strategy described above. Rationale: By checking each students progress, the instructor will be able to tell whether each step was successfully completed by noting whether a new blog was created, whether there are at least two posts, a picture, and a link. The informal assessment strategy will show which students need more assistance. The instructor can then spend

some extra time with those who need help to keep everyone working on the same objective. Enhance Retention and Transfer Retention and transfer will occur throughout the year as students continue to use their blogs. Rationale: Students will need to practice what they have learned in order to retain what they have learned. The language arts teacher will make periodic assignments where students will need to use the skills they have learned to make new posts.

Name: Topic: Material Title Delivery Format: Or Type Checklist

Jill Sooy Using Blogger to create and use reading blogs for language arts Does this Is this material Material Face-to-face / Instructor led Format material need for the instructor
to be created? Yes or the student? Instructor/Student PDF

Example of a student book discussion blog Example of a Blogger post containing required elements Materials for informal assessment Instructor Manual

No

Student

Web based

No

Student

Web based

Yes

Student

Tangible materials PDF

Yes

Instructor

Notes: Example of a blog where students discuss books: http://genrefluentteentalk.blogspot.com Example of Blogger blog that contains the elements of a post required by students: http://thebutterkids.blogspot.com/2010_11_01_archive.html

Instruction Manual This instruction manual is designed as a step-by-step guide for teachers to implement this instruction. Lesson Procedure 1.) The lesson will begin with the instructor gaining the attention of the students and promoting recall of prior knowledge. To do this, the instructor can use students interest in and familiarity with Facebook. The following questions should be used to stimulate discussion and get students thinking about what they already know how to do in many cases within an electronic environment with some similarities to what they will be doing with their blog: How many of you have a Facebook account or are at least familiar with how it works? What are some ways people use Facebook? To share how they feel about something To connect with others To create a dialogue To network with people who have similar interests To post pictures To link to other information on the web

Do you tend to be more willing to try something new or read about something unfamiliar if a friend recommends it to you? Do you find it easier to share your thoughts in written form, as you do on Facebook, having had time to think about what you want to say and how you want to say it? What about sharing in written form versus in front of a group? What are some things you think people need to keep in mind when they are using a social media site? Do you think people become bolder when they can say what they want to say while hiding behind a computer screen? In what ways is this a good thing and in what ways is it not a good thing? 2.) The instructor next needs to inform the learners of the objectives. This will be done, in part, by using the laptop and projector to show them two different websites that relate to the project. http://genrefluentteentalk.blogspot.com

This site is a site for teens to talk about, recommend, and review books of interest to teens. It provides an example of how students will be interacting with each other through their blog. http://thebutterkids.blogspot.com/2010_11_01_archive.html This site is a personal blog created on Blogger that contains all of the elements required of the students and more, including text, pictures, and links within the text to other information on the Internet. The instructor should explain 1.) the goal of the project is to set up and use a blog as an intellectual tool for their language arts class, 2.) they will need to generate two posts, including an introductory post pertaining to a literature selection chosen by the language arts teacher, 3.) they will be learning how to edit posts, add links to information relevant to the literature selection, and add relevant pictures to the posts. In addition, the students will be given a copy of a checklist that contains the written goals and objectives. 3.) Each student will be given a cup and red and green card. These items will be used informal assessment throughout instruction. They should be passed out before the students begin working on the computers. The students will use the cup and red or green card to indicate whether they are doing well or having difficulty. The instructor will be moving about the room, checking for red cards. If there comes a point where many red cards are displayed, the instructor can stop and take time to revisit an area that is unclear to the students. This should be done throughout the duration of the instruction 4.) The checklist contains step-by-step instructions for meeting the goals and objectives of this project. Using the laptop and projector, the instructor will guide the students through step one of the checklist, setting up the blog. Blogger gives detailed steps on how to do this as well. The instructor will demonstrate each of the steps in setting up the blog, and then the students will repeat what they have just been taught, using the checklist for guidance. The instructor will not move on to section two of the checklist until all students have completed section one. 5.) Once all the students have successfully completed step one and have created their blog, the instructor will move on to step two. In step two, students will create two posts, including a short introductory post and a short post pertaining to the current literature selection. The students will again watch the instructor create posts first, and then will create their own, using the checklist for guidance as needed. The instructor will check for red cards indicating difficulty. When everyone has completed step two, step three can be started. 6.) Section three guides students through editing a post. After publishing the first two posts, students will need to learn to edit. To do this, guide them to the edit screen by clicking New Post in the upper right side of the page, and Edit Post just below that. Now, they can use the edit tools, similar to the tools in a word processing program, to make a change to the

post. It need only be a minor change, just so they can learn how to do it. Follow the same process outlined above of demonstrating, watching them repeat the steps, and informal assessment. All students should complete section three before starting section four. 7.) Provide feedback to students throughout as the situation permits. The instructor may choose the address of a students blog on the laptop to point out something done well, or to demonstrate something the class may be having difficulty with. Provide verbal praise and encouragement. Make suggestions as needed. 8.) Section four of the checklist has students adding a link to relevant, related information to the book they made their post about, it could be author information, historical information on the character or setting of the book, a view point on a controversial issue from the book, etc. Follow the steps in section four to demonstrate how to link, make sure all students complete the steps before moving on, checking for difficulties throughout. 9.) The fifth and final section of the checklist teaches students how to add a picture to their blog. Follow the same procedure as described in the previous steps. 10.) Performance will be assessed throughout. While informal assessment was done thoughout instruction, formal assessment will note whether each student has created a blog, created two posts, showed they could edit a post, added a link, and added a picture. As each step was completed before the next one began, all students should reach the end of the lesson around the same time. 11.) It is important to enhance retention and transfer. Retention will occur throughout the year as students continue to use their blogs. This will be directed by the language arts teacher as various assignments are made. There may be new requirements made by this teacher or even other teachers requiring a blog for other subjects where the skills they have learned transfer. Students may also choose to set up a personal blog.

Formative Evaluation This formative evaluation plan will include the following: 1.) 2.) 3.) 4.) Questions for the instructor Data collection tools that will be implemented Participants involved in the evaluation process Procedure for data collection
QUESTIONS What are students reactions to the lesson? What are the instructors reactions to the lesson? Have the learning objectives been achieved? How usable is the teachers manual? DATA COLLECTION TOOLS Student Questionnaire Instructor Questionnaire Instructor Questionnaire PARTICIPANTS Students Instructor Instructor

Checklist used during instruction

Students Instructor

Student Evaluation Questionnaire


INSTRUCTIONS Please circle your response to the items. Rate aspects of the course on a 1 to 5 scale 1 equals "strongly disagree" and 5 equals "strongly agree." 1 represents the lowest and most negative impression on the scale, 3 represents an adequate impression, and 5 represents the highest and most positive impression. Choose N/A if the item is not appropriate or not applicable to this course. Your feedback is sincerely appreciated. Thank you. NA=Not applicable, 1=Strongly disagree, 2=Disagree, 3=Neither agree/nor disagree, 4=Agree, 5=Strongly agree COURSE CONTENT (Circle your response to each item.) 1. I was aware of the prerequisites for this course. 2. I had the prerequisite knowledge and skills for this course. 3. I was well informed about the objectives of this course. 4. This course lived up to my expectations. 5. The content is relevant to my life. COURSE DESIGN (Circle your response to each item.) 6. The course objectives are clear to me. 7. The course activities stimulated my learning. N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5

8. The activities in this course gave me sufficient practice and feedback. N/A 1 2 3 4 5 9. The test(s) in this course were accurate and fair. 10. The difficulty level of this course is appropriate. 11. The pace of this course is appropriate. N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5

COURSE INSTRUCTOR (FACILITATOR) (Circle your response to each item.) 12. The instructor was well prepared. 13. The instructor was helpful. 14. The training facility at this site was comfortable. 15. The training facility at this site provided everything I needed to learn. COURSE RESULTS (Circle your response to each item.) 16. I accomplished the objectives of this course. 17. I will be able to use what I learned in this course. How would you improve this course? (Check all that apply.) ___Provide better information before course. ___Clarify the course objectives. ___Reduce content covered in course. ___Increase content covered in course. ___Update content covered in course. ___Improve the instructional methods. ___Make course activities more stimulating. ___Improve course organization. ___Make the course less difficult. ___Make the course more difficult. ___Slow down the pace of the course. ___Speed up the pace of the course. ___Allot more time for the course. ___Shorten the time for the course. ___Improve the tests used in the course. ___Add more video to the course. What other improvements would you recommend in this course? What is least valuable about this course? What is most valuable about this course? This page is adapted from the Center for Education Integrating Science, Mathematics and Computing (CEISMC) at Georgia Tech's College of Sciences. N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5

Personal Reflection Prompts for Instructor:


What were your observations of learners reactions?

What are your visceral feelings about the instruction and materials?

Were the learning objectives achieved? If not, which ones were lacking?

Will these learned skills be transferred to other areas of writing? If so, do you have any evidence?

How could the instruction manual be improved?

How could the learning materials be improved?

How could the assessment tools be improved?

Instructor Reflection Interview


INSTRUCTIONS: This form is designed to use when interviewing the instructor at the conclusion of the lesson. Ask the instructor each question and record the instructors comments in the space provided: 1. What were your observations of students reactions? 2. What are your feelings about the instruction and materials used in the lesson? 3. Were the learning objectives achieved? If not, which ones were lacking? 4. Will these learned skills be transferred to other areas of writing in this course or others? If so, do you have any evidence? 5. How could the instruction manual be improved? 6. How could the learning materials be improved? 7. How could the assessment tools be improved? Instructor Reflection

Interview
INSTRUCTIONS: This form is designed to use when interviewing the instructor at the conclusion of the lesson. Ask the instructor each question and record the instructors comments in the space provided: 1. What were your observations of students reactions? 2. What are your feelings about the instruction and materials used in the lesson? 3. Were the learning objectives achieved? If not, which ones were lacking? 4. Will these learned skills be transferred to other areas of writing in this course or others? If so, do you have any evidence? 5. How could the instruction manual be improved? 6. How could the learning materials be improved? 7. How could the assessment tools be improved?

Expert Review Checklist


Please circle your rating and write comments on each aspect of the interactive multimedia (IMM) package. 1 represents the lowest and most negative impression on the scale, 3 represents an adequate impression, and 5 represents the highest and most positive impression. Choose N/A if the item is not appropriate or not applicable to this course. Use additional paper for comments. NA=Not applicable, 1=Strongly disagree, 2=Disagree, 3=Neither agree/nor disagree, 4=Agree, 5=Strongly agree

INSTRUCTIONAL DESIGN REVIEW 1. This project provides learners with a clear knowledge of the objectives. 2. The instructional materials and assessments are appropriate for the objectives. 3. The instructional design is based on sound learning theory and principles. 4. The feedback and assessment in this project are clear and conducive to learning and further refinement of the project. 5. The pace of this project is appropriate. 6. The difficulty level of this project is appropriate. N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5

Please provide any constructive comments for this project: