Sara Ballantine EdTech 503 Boise State University Dr.

Yu-Hui Ching Summer, 2012

Table of Contents
... Synthesis/Reflection Paper 3 Part 1. Topic 4 Part 1a. Stated learning goal Part 1b. Description2 of the audience Part 1c. Rationale . Part 2. Analysis Report 5-7 Part 2a.1 Needs Analysis Survey Part 2a.2 Needs Analysis Data Report Part 2b. Description of the Learning Context Part 2c. Description of the Learners Part 2d: Task Analysis Flow Chart 10-15 ... Part 3. Planning 8-12 Part 3a. Learning Objectives (list) Part 3b. Matrix of Objectives Part 3c. ARCS Table Part 4. Instructor Guide 13-19 Part 5. Learner Content 20-21 Part 5a. Learning materials Part 5b. Formative and/or Summative Assessment materials Part 5c. Technology Tool Justification Part 6. Formative Evaluation Plan 22-24 Part 6a. Expert Review Part 6b. One-to-One Evaluation Part 6c. Small Group Evaluation Part 6d. Field trial ... Part 7. Formative Evaluation Report 25-27 Part 7a. Evaluation Survey or Rubric Part 7b. Report the results of the expert review Part 7c. Comments on Change ... AECT Standards 28-33 Appendices 34-39

Instructional design is similar to a bicycle; some components are more necessary than others for the design to function, however, if there are any missing or broken pieces the user experience is significantly altered. Like instruction, bicycles serve as a vehicle to get the user from point a to point b. In order to do so, the design must be conducive to the needs of the rider (or, learner). If something is askew the vehicle will not function fluidly, making for a bumpy ride. Conversely, if all parts are fitted for the user and are in working order, the rider will, more often than not, find the experience challenging yet enjoyable. One of the key (though often overlooked) components are the bicycles reflectors. Many people remove these because they dont like the look of them. However, the reflectors serve as a safety function and while they are not necessary for the bicycle to function, their absence is noticeable to others. Similarly, instructional design refers to the systematic and reflective process(Smith and Ragan, 2005, p.4). Without reflection, the design will appear stagnant and could fail to sustain the attention of stakeholders, subsequently causing it to crash. One of the most difficult parts of instructional design is viewing the process from the perspective of a designer versus that of teacher. In the role of the teacher I am able to mentally account for missing variables and instructional gaps and problem solve accordingly. As an instructional designer, I had to learn to view the process from the perspective of someone who may or may not have the same background knowledge or skill set. In our design project, for example, I had to describe the learners. This is difficult in the context of special education because the learners are characterized and placed because of their differences. I tried to design the project (as best I could) to meet the needs of a multitude of learners, as I will not have the luxury of having several students with similar skill sets. I also learned that the time dedicated to pre-planning in the design process is cumbersome, yet vital. In the classroom, one lesson informs the next, and I have the flexibility to determine if something needs to be re-taught or if we are ready to move on. In the design process, such feedback does not ebb and flow in the same manner; therefore greater anticipation of hiccups in the design is necessary. Professionally, I would like to employ many of the planning techniques I learned in this course so I can personally observe the implementation and apply my knowledge to future design projects. Certain parts of this will be difficult to ascertain, such as the instructor guide, because I will know what I intended while creating the guide. I built web pages for my design because I would like to share the course with my colleagues in order to solicit their feedback and get a broader range of experience from multiple users. I hope that as I improve as a designer, I will be able to expand my skills and eventually work with companies to design training or assist schools in developing their online content. I took this course in conjunction with EdTech 512 (online course design) and have learned that instructional design is an extremely involved and challenging process. I know that there is much room for improvement and can identify the parts that I feel need to be fixed, but the true test will be the learning outcomes of my students.

Part 1. Topic Part 1a. Stated learning goal After three hours of instruction, students will perform the basic computer operations of creating and managing files and conducting effective internet searches. Part 1b. Description of the audience The targeted audience for the course will be high school juniors and seniors with identified mild/moderate disabilities. Students have Individualized Education Plans (IEPs) and a wide range of abilities and needs. Some students will be comfortable using computers, while others will have had little to no experience with them. The course has been designed to target students of all levels and provide instruction over a range of skill levels. For example, students who know how to on a computer, create and save desktop files and folders and use an internet browser can learn how to navigate the internet more effectively, while others will begin with learning to turn a computer on/off. Part 1c. Rationale The topic of Accessing Computer Technology was chosen because explicit instruction regarding technology is often overlooked among students with special needs. While most students eventually develop strategies for logically organizing information into folders and bookmarks, even some of my most capable students have difficulty storing and accessing materials for later use. They often save files to the default title given and lack any rhyme or reason for where they place materials for projects they are working on. Additionally, most of them attempt to write an entire question into search engines, such as Google, when performing research, and fail to reword their searches or apply other strategies when their search does not yield the desired results. The type of learning required for the course is primarily procedural using supplantive strategies. Nearly all of the objectives involve unambiguous steps and the intended outcome for learners is to apply their knowledge of the procedures, versus just listing the steps. The initial tasks (turning on the computer, creating a folder, saving a file, etc.) are simple procedures. The latter tasks are more complex procedures because they involve decision points (e.g. if my initial search term did not yield the desired results, then I will try __________ terms or strategy). The majority of the learning will be supplantive because each procedure will be clearly delineated in a way that is comprehensible to a wide range of learners. Approximately 20% of the learning will be generative, as students will explore combinations of search terms and web resources in the latter lessons.

Part 2. Analysis Report Part 2a. Description of the Need The needs analysis survey was conducted using Google Drives survey tool. It consisted of 24 questions ranging from personal evaluation of computer/internet use to pre-assessment regarding current knowledge and skills in order to determine need. The survey can be accessed here: Accessing Computer Technology Survey. The survey was conducted online by administering the link via e-mail and 24 responses were received. Part 2a.1 Needs Analysis Survey Of the 24 people who took the survey, 58% described themselves as being very comfortable with using computers. Respondents reported their top reasons for using the internet were for email (22%), social networking (17%), and research (17%). The majority of respondents were familiar with basic computer terminology, such as default, icon, scroll, etc. and how to access the internet. However, 71% of respondents did not know how to perform a Boolean search, which indicates a need to learn how to perform effective internet searches. While 83% of those surveyed reported they are able to attach a file to an email, 13% did not; given the role of technology in work and academic interactions, this is an essential skill that a significant number of people are lacking. Part 2a.2 Needs Analysis Data Report

Part 2b. Description of the Learning Context

Part 2b.1: Learning context The course will be conducted on a comprehensive high school campus in a special education classroom. The classroom will have seven to nine Dell desktop computers that students may access. There will be a fully credentialed special education teacher and at least one qualified paraprofessional to provide additional support. The room will also be equipped with an LCD projector and screen, television, DVD player and one black/white laser printer. There is additional access to computers in the library should the class size exceed the amount of computers in the classroom. However, the course is designed to be a hybrid course so instruction will need to be provided at the onset of the lessons and students should have access to an instructor if one is needed to provide clarification during the lesson. Part 2b.2: Transfer context 21st century skills have become as prevalent and necessary as handwriting once was. Learners will apply their knowledge in their academic courses and when they transition from high school to postsecondary education or employment. They will also apply their learning for social and recreational purposes (e.g. seeking out recreational opportunities, interacting with friends and family through email or social networks, etc.). More importantly, basic computer skills will equip students with the foundational skills necessary to seek employment beyond the scope of jobs that are currently available to them. Part 2c. Description of the Learners The learners will be a heterogeneous mix of 16-22 year old students (federal law allows students who qualify for special education services to remain in school until they graduate with a certificate of completion, diploma, or age out by their 22nd birthday). All students will qualify for special education services under one of the thirteen disability categories as students with mild/moderate disabilities. The majority of the students will have specific learning disabilities, which means that a discrepancy exists between their cognitive level of functioning and their academic performance. For example, a student may have an IQ that falls within the average range, however, demonstrate significantly low reading skills that prevent him/her from participating in the general core curriculum.

Part 2d. Learning Task Analysis

Part 3. Planning Part 3a. Learning Objectives (list) 1.0 Create and manage computer files and folders 1.1 Identify file, folder, save 1.2 (a) Create a file 1.2(b) Create a folder 1.2(c) Save file to folder 1.2(d) Identify correct file placement based on folder name 2.0 Use a browser to access the internet and perform effective internet searches 2.1(a) Click on icon for internet browser 2.1(b) Locate the address bar 2.1(c) Type desired web address 2.2(a) Perform a regular search and take note of the number of results 2.2(b) Describe a Boolean search 2.2(c) Perform a Boolean search 2.2(d) Perform a search by file type (e.g. pdf; doc; image; etc.) 2.2(e) Perform a search using Googles advanced search feature 3.0 Communicate through email 3.1(a) Locate email provider and click create account 3.1(b) Input identifying information 3.1(c) Create user name and password 3.2(a) Sign into account 3.2(b) Identify compose, body, and send buttons 3.2(c) Click compose 3.2(d) Draft an email to the teacher that compare and contrasts the differences between talking to friends vs teachers/employers 3.2(e) Click send 4.0 Download and attach materials via email 4.1(a) Locate attach file button 4.1(b) Browse computer for desired file 4.1(c) Attach file to email 4.1(d) Draft message appropriate for audience 4.2(a) Locate inbox and junk folders 4.2(b) Recognize possible security threats 4.2(c) List steps to avoid threats to internet security

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

Accessing Computer Technology

Learning Objectives
1.2(a) Given a computer with MS Office software and open and save a word document.

Blooms Classification
Knowledge Application

Format of Assessment
Paper & Pencil Assessment

Description of Test Form

Short Answer

Sample Items
Identify the parts of the computer on a diagram Put the steps for opening and saving a document in the correct order

1.2 (b,c) Given a computer with MS Office, students will create folder and place the file into the folder

Application Synthesis

Performance assessment

Observation checklist

Apply knowledge of files and folders to create a new folder on the desktop and place a file in the folder

1.2(d) Given a list of sample files and folders, students will match the file to the correct folder 2.1 (a,b,c) Given a computer with internet access, students will log onto the internet and enter a web address in an internet browser

Comprehension

Paper and pencil assessment

Matching

Comprehension Application

Performance Assessment

Observation Checklist

What folder would you place a personal resume? a) School documents b) Personal documents c) Finances Enter the web address for the schools Blackboard site into the web browser and log in

2.2 (a, b, c) Given a computer with internet access, students will compare and contrast a regular internet search with a Boolean search.

Application Analysis

Performance Assessment

Venn Diagram

1. Perform a regular search 2. Read the instructions to perform a Boolean search 3. Compare and contrast the results between the two (number of results, quality of results, usefulness of results) Perform a search for a pdf file, document, power point, and image

2.2 (d, e) Given a computer with internet access, students will perform a search by file type using the search bar and Googles advanced search feature.

Comprehension Application

Performance Assessment

Observation checklist

2.2 (d, e) Given a computer with internet access, students will perform a search by file type using the search bar and Googles advanced search feature.

Comprehension Application

Performance Assessment

Observation checklist

Perform a search for a pdf file, document, power point, and image

Learning Objectives
3.1 (a, b, c)

Blooms Classification
Knowledge

Format of Assessment
Performance assessment

Description of Test Form

Portfolio

Sample Items
Print out page of the inbox for your email account

Given a computer with internet access, students will create an email account 3.2(a,b,c,d,e) Given a computer with internet access, students will compose and send an email explaining the differences between language/style of communicating with friends and family and communicating with teachers/employers

Application

Knowledge Application Analysis Performance Assessment Observation checklist

Create at least three favorites folders in your web browser (e.g. education, gaming, recipes, etc.) and add a bookmark for at least one web site per folder

4.1(a,b,c,d) Given a computer with internet access, students will attach a file to an email composed for the instructor. 4.2 Given a computer with internet access, students will locate folders in their email account, identify steps to protect their online security.

Application Synthesis

Performance Assessment

Email w/ attachment

Locate your saved assignment on your computer and attach it to an email for your teacher. Include a greeting, body text and closing. If you receive an email offering money in exchange for your personal information, how should you respond? Explain your answer.

Application Synthesis

Pencil and paper assessment

Short answer

Part 3c. ARCS Table

ATTENTION
A.1. Perceptual arousal Show pictures of methods of communication throughout history (Paul Revere, Telegram, Telephone, Cell Phone) A.2. Inquiry arousal Ask what the preferred method of communication is if they had to contact a friend about weekend plans; why? A.3. Variability Pre-assessment of students current technological skills and appropriate placement in the lesson will increase motivation to engage in new learning.

RELEVANCE
R.1. Goal orientation Learning tasks assigned based upon pre-assessment results (e.g. if a student does not know how to create a folder/file, they will begin with that module). R.2. Motive matching Choice will be given at all possible points. Students will create files and perform searches based upon their choices and topics of interest. R.3. Familiarity The learners will review what their current knowledge in the pre-assessment and determine areas of need.

CONFIDENCE
C.1. Learning requirements Learners will have skill checklists that will be completed as they progress through the learning tasks. The checklists will include the learning goals. Goals will also be communicated at the onset of each lesson. C.2. Success opportunities Learners will have unlimited attempts to demonstrate proficiency. If they do not understand or do something incorrectly learning will be scaffolded accordingly and they may attempt task until they are successful. C.3. Personal control The checklists/rubrics and instructor feedback will indicate success

SATISFACTION
S.1. Natural consequences The learner will use technological tools with greater ease and efficiency. They will continue to apply the skill to new learning tasks. S.2. Positive consequences The checklist will provide visual feedback regarding progress and accomplishments. S.3. Equity The learners will share tips and tricks they learned with peers and reflect on learning progress.

Part 4. Instructor Guide Introduction Computer Basics Think-Pair-Share! With a partner or your instructor, discuss: Why are computer skills important? What are some reasons for using computers? File & Folder Management Think-Pair-Share! How might searching for computer files and folders be similar to playing "Where's Waldo?" Exploring the Internet Think-Pair-Share! If you were looking for a job in a particular town, what search term(s) would you use and why? Communicating Through Email Think-Pair-Share! How is the way you communicate with your friends different from the way you communicate with teachers? Internet Safety Think-Pair-Share! What are some dangers on the internet? Have you had any personal experience with any of the dangers you can think of?

Active Attention or Gain Attention: Computer Basics Skills Assessment Skills Assessment-Paper and Pencil Version File & Folder Management Search for Waldo

Exploring the Internet Pick Me, Pick Me!

The Needle in the Haystack Have you ever wondered how search engines work? Do you know how to get the best results for your search? Complete the activities below to get more out of your internet searches.

Communicating Through Email

yourname@address.com Email is not only a popular form of communication, it is also becoming more and more necessary to apply for jobs, register for classes and do a variety of things on the internet.

Internet Safety Cyberbullying Protect Yourself The internet is a great resource, but it also comes with dangers. Follow the steps below to learn what to look out for and how to keep yourself safe on the internet.

Establish Purpose or Inform Learners of Purpose: Facilitate discussion with questions from the Think-Pair-Share boxes. Discuss Objectives of each lesson Arouse Interest and Motivation or Stimulate Learners Attention/Motivation: Present the slide below:

Ask Learners: What do all of these have in common? (Messy, disorganized, too much stuff). How could you fix it?

Preview the Learning Activity or Provide Overview: Present targets/outcomes Explain that learners will begin instruction in their area of need (results from the pre-assessment).

Skill Checklist: BASIC COMPUTER SKILLS Login to a computer using a username and password Create a folder Copy or move a file to another folder or disk drive Save files to a disk or external (USB) drive Delete a file or folder Find a file or folder by name or location Identify types of icons (program, folder, file) Switch between open windows Switch between open applications Restart the computer if it becomes locked Put the computer in sleep mode USE WEB NAVIGATION TOOLS Open a web browser Identify a URL Type a URL into a field or text box Navigate from one web page to another by clicking a link Use a search engine to search for information Perform a Boolean search Perform an advanced search, or search by filetype Bookmark a web page
!

COMPUTER FILES & FOLDERS Open a word processing program Create a new document Save a new or existing document Enter, edit, and modify text Change text alignment and font type, size, color, and style (underline, bold, italics) Check spelling and use the thesaurus Find and replace words Select, cut, copy, and paste text Create numbered or bulleted lists Print documents Use the Help function COMMUNICATING THROUGH EMAIL Identify an email address Set up an email account Log in to an email account Identify and open new email Compose and send a new mail message (recipient, subject, and email filled out correctly Send an attachment and download an attachment Send email using cc and bcc, and to multiple people Identify SPAM and describe

threats to internet security

Body Recall relevant prior knowledge or Stimulate recall of prior knowledge: Use results of the skills checklist to place students in correct section of lesson. Group students with similar skills sets near each other if possible

Process information and examples or Present information and examples: Learners will view tutorials regarding the section of the lesson they are beginning with. Accessing Computer Technology Home Focus Attention or Gain & Direct Attention: Tutorials are organized by topic, learners will be directed to begin with the area in which they lack knowledge/skills. Prior learning that has been demonstrated will be marked on their checklist. Employ Learning Strategies or Guide or Prompt Use of Learning Strategies: Instruct learners to view tutorials (video, powerpoints, graphics, etc.) Practice or Provide for and Guide Practice: Instruct learners to perform activity based on tutorials. Evaluate Feedback or Provide Feedback: Upon activity completion, instructor will stamp checklist after learning has been demonstrated. Conclusion Summarize and review or Provide summary and review: Learners will submit completed checklist for grade Transfer learning or Enhance transfer:

Learners will complete brief reflection via email response to teacher Remotivate and Close or Provide Remediation and Closure: Learners will select skills from a list that could be added to a resume (based on learning) Assess Learning or Conduct Assessment Evaluate: Reflection will prompt learners to consider: What are three things you learned? How do you think you will use what you learned in the future? How could this lesson be improved to be more helpful for you?

Feedback and Seek Remediation or Provide Feedback and Remediation: Learners who do not have checklists completed will receive additional assistance

Part 5. Learner Content Part 5a. Learning materials Learning materials can be accessed at: Accessing Computer Technology Home Part 5b. Formative and/or Summative Assessment materials Formative Assessments: Mouse Game Vocabulary Game File/Folder Matching Worksheet Rags to Riches Search Game Boolify Internet Search Word Activity Bookmarked Site Email Account Etiquette Summary Social Networking Online Auction Laptop Safety Stop Spam Scam The Case of the Cyber Criminal Laptop Game Internet Security Email Attachment Summative Assessment Skills Checklist

Part 5c. Technology Tool Justification Tool Computer with high speed internet access You Tube/Online games Printer Justification Without a computer this unit would be pointless. Internet access is essential for the majority of the lessons. You Tube videos and online games are utilized to incite interest and provide instruction on lesson objectives. A printer is necessary for students who are not able to take the preassessment online and as an option for students who are more comfortable writing their responses rather than typing them. Links to printouts are located in the links section of the lessons. Online articles are linked to reinforce the content and provide examples for the students. Because videos are frequently used for instruction, students will need speakers to access the audio.

Online Articles Speakers

Part 6. Formative Evaluation Plan After three hours of instruction, students will perform the basic computer operations of creating and managing files and conducting effective internet searches. Part 6a. Expert Review The expert review will be conducted by Merima Sarotic-Ronneburg, a computer systems technician for the school district. Merima has taken courses through the EdTech program and is familiar with the instructional and technical aspects of the design process. An additional SME, Giselle Bice, will also review the materials. Giselle has taught at the high school level, served as an instructional coach for Special Education teachers and is currently a Vice Principal for a charter school in the process of evaluating online materials. I will submit the project to Merima and Giselle on Sunday, July 22, 2012 and she will return the evaluation by Tuesday, July 24, 2012. Questions for the SMEs include: ! ! ! ! ! ! ! ! ! ! Is the instructional goal clearly stated? Is the instructional goal appropriate for the learners? Are there enough resources available (e.g. computers, software, network, etc.) to make the content achievable? Are the instructional objectives clear and appropriate? Is there anything you would add or delete from the instructional objectives (skills that are not included or unnecessary)? Are there any areas where the instruction needs to be clarified? Is the assessment appropriate and measurable? Do you have suggestions for improving the assessment? Can the instructional objectives be achieved in three hours? Is there anything that needs to be changed or clarified in the instructional materials? Part 6b. One-to-One Evaluation Students may qualify for special education services if they meet eligibility criteria for one of 13 disability categories: ! ! ! ! ! ! ! ! ! ! Autism Deaf-blindness Emotional disturbance Hearing impairment (including deafness) Mental retardation Multiple disabilities Orthopedic impairment Other health impairment Specific learning disability Speech or language impairment

! !

Traumatic brain injury Visual impairment (including blindness)

One-to-one formative evaluation will be conducted with at least one student from each disability category represented in the course (if possible). During development, the students will be evaluated on the following: ! ! ! ! ! ! ! ! ! Do you understand the instructions? Are there any vocabulary words that are unfamiliar? Do you feel learning these skills will help you? How? Are there skills you would like to learn that have not been included in the lessons? Are there any skills that you feel are unnecessary? Why? Is there anything that you find confusing and need additional help with? Did you have any trouble accessing the materials? What additional supports could be provided to help you? What did you like most about the lessons? Least? Part 6c. Small Group Evaluation Due to the nature of the special education environment, class size is limited and typically averages between 8 and 14 students. Small group instruction will include all students enrolled in one section of the course. The evaluation will be conducted via observation and will aim to answer the following: ! ! ! ! ! ! ! How long did the instruction take? Was each of the lessons clear enough for students to navigate independently? What parts of the lessons did students struggle with? Why? What feedback/responses were received from students? What was the attitude toward learning? What was the level of engagement of the students? What needs to be clarified/revised prior to implementation? Part 6d. Field trial Several teachers in the department teach Academic Lab courses that consist of a heterogeneous combination of students with various disabilities. The courses are intended to provide support in the general core curriculum and help students develop basic skills necessary to access the core curriculum (including technological/information management skills). Instructors in the department will be asked to select at least three students from their course to participate in the instruction. Upon completion, the instructors will be asked: ! ! How long did it take students to complete the lessons? Which parts of the lessons were unclear or difficult for students?

! ! ! !

What were your observations of student engagement throughout the instruction? What questions did students have during instruction? Did the students find the instruction beneficial? What suggestions do you have for improving the instruction?

Part 7. Formative Evaluation Report Part 7a. Evaluation Survey or Rubric The subject matter experts submitted their responses via an online survey that can be accessed here:

Subject Matter Expert Survey

Part 7b. Report the results of the expert review Is the instructional goal clearly stated?

(SME 1) Instructional goal is clearly stated. (SME 2) Yes Is the instructional goal appropriate for the learners?

(SME 1) Instructional goal is appropriate for the audience/learners. (SME 2) Yes, this a great goal, particularly for your students Are there enough resources available (e.g. computers, software, network, etc.) to make the content achievable?

(SME 1) There are enough resources available (hardware and network, applications and web browser) to make the goal achievable. (SME 2) Unsure Are the instructional objectives clear and appropriate?

(SME 1) Instructional objectives are clear and appropriate. (SME 2) For the most part; there is some ambiguity in the last section; is it geared for downloading materials or internet security? Is there anything you would add or delete from the instructional objectives (skills that are not included or unnecessary)?

(SME 1) All the skills included are of a value to the learners. (SME 2) Yes! I would like to use this for some of our students! Are there any areas where the instruction needs to be clarified? (SME 1) No (SME 2) Depending on the learner, there are areas will some learners will likely need more direction (e.g. attaching the email, they may need to be directed to open up a document, type, etc.)

Is the assessment appropriate and measurable?

(SME 1) The assessment is appropriate and measurable. (SME 2) Yes, but may need to consider management aspects if classes increase (can you observe each skill for all learners in the course?). Do you have suggestions for improving the assessment?

(SME 1) Unclear form of assessment. (SME 2) Consider alternative forms of assessing the objectives that do not require you to observe the skills Can the instructional objectives be achieved in three hours?

(SME 1) Depending of learners/audience but yes, there is a high possibility of those instructional objectives to be achieved. (SME 2) Yes, I think most learners could achieve these within that time frame. I really like that you individualized the materials to allow the students to progress from their current skills and abilities. Is there anything that needs to be changed or clarified in the instructional materials?

(SME 1) Instructional materials are clear and sufficient. (SME 2) I would consider adding materials for learners who are already proficient in the skills, just in case some of your students do not need any of the lessons; what will they do during instruction? Overall I think you did a great job and addressed much needed and often overlooked skills. Part 7c. Comments on Change Based on the reviews of the subject matter experts, the area that I need to address is assessment. One noted that the assessment was unclear and the other questioned the feasibility of observing each skill for each student. Given the nature of the course, I dont anticipate that this will be a significant problem during implementation (due to small class size and flexibility of curriculum). I plan to address this through collaboration with my department. I would like to brainstorm alternative forms of assessment in which we can verify the skills without having to observe them directly. Another great point was the suggestion of having activities available for learners who are already proficient. Prior to implementation I plan to add a section where students can explore a tool or resource that they would like to learn more about (e.g. Google Earth or Powerpoint). This will allow the students who are already well versed in computer skills to direct their learning toward developing a skill that is relevant to their interests. I initially wanted to include a section on tools available through Google (scholar, drive, blogger, etc.) but felt

that there would not be sufficient time available to address all of these skills within a three hour period. I feel adding this as an option will help to ensure the needs of all learners are addressed.

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) X ID Project 1.1.1 Analyzing X ID Project; ID Case Analysis 1.1.2 Designing X ID Project 1.1.3 Developing X ID Project 1.1.4 Implementing X ID Project 1.1.5 Evaluating X Selected Discussion Forums; ID Project 1.2 Message Design 1.3 Instructional Strategies X ID Project 1.4 Learner Characteristics X ID Project Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning

X X X

ID Project Reading Quiz; ID Project (all assignments)

X X

(all assignments) ID Project

X X X

ID Project ID Project

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

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

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., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

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

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

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

4.0 Management
(none specifically addressed in 503)

5.0 Evaluation
5.1 Problem Analysis

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

Appendix

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Instructional Materials Accessing Computer Technology

Pre-Assessment Link: Pre Assessment Paper & Pencil Format: Pre-Assessment Paper and Pencil Format Skills Checklist Skills Checklist Internet Search Activity Internet Search File Organization File & Folder Matching