Internal

Grant Proposal Cover Sheet

GFR facilitates access to funds stipulated in Article 9.11 of the CSU-AAUP Collective Bargaining Agreement.


SUBMISSION DATE

March 2

PRIMARY FACULTY APPLICANT

Dr. Farough Abed

DEPARTMENT

Ed Leadership/Instructional Technology

DESCRIPTIVE TITLE OF PROPOSAL

The Development of Scenario Based Instruction (SBI), for

Professional Development Teacher-Education Instructional
Technology courses EDT 315 and EDT 415.

Faculty Co-Applicant(s)

Dr. Barry Sponder

Student Co-Applicant(s)

Please include Student ID# and

status:
G- Graduate or UG- undergraduate.

TYPE OF GRANT

Full-Time Faculty Development

(check one)

Part-Time Faculty Development x

AMOUNT REQUESTED

$ 2400

Faculty Student Research

Curriculum Development

Title: The Development of ScenarioBased Instruction (SBI) for professional development courses EDT 315
Making Instructional Materials (Secondary), EDT 415 Making Instructional Materials (Elementary)
1. Introduction: The current undergraduate Instructional technology curriculum requires that students
admitted to teacher preparation programs must enroll in a one credit course that focuses on the design,
development, production and evaluation of effective instructional materials. This pre-service experience is
delivered with the premise that students instructional expertise will improve if they apply their pedagogical
knowledge to developing authentic instructional products that can be used soon after in the classroom. The
materials include web-based instruction, computer-based instruction, video, and other multimedia solutions.
If students wait till their field experience term to test their work in action, it is far too late, offering them little
chance to reflect, revise and then build stronger instructional technology materials. This ambitious building
approach or ProjectBased Learning has usually served students satisfactorily, although compared to many
other teaching preparation programsboth regionally and nationwidewe offer less formal instructional
technology preparation that other comparable programs.
2. The Problem Despite using the latest media and multimedia, a structural limitation of our current approach
is that it does not permit students to develop or practice their technology skills in a public school classroom.
With limited time, and outside commitments, how will lessons learned in the one credit course be transformed
into classroom activities? Using instructional Technology how can we make our instruction and materials
better suited to meet the needs of our students?
3. Proposal During the summer of 2016, we will develop the first phase of a series of Scenario-Based
Instructional (SBI) materials for pre-service K-6 teachers and undergraduate secondary education teacher
trainees. Each principle faculty will develop a scenario-based instructional unit, and support materials,
focusing on curriculum areas where authentic-context experience is a vital element in its effective use.
For example, using interactive whiteboards in the classroom requires more than just exposure to the software,
a SMART Board and a handy LCD projector hooked up to a computer. Instead, a scenario-based approach will
give student-teachers a deeper experiential context from which to create their materials and then use them in
class to foster student engagement and learning.
Similarly, the use of tablets and mobile computing often seem natural to students who often have the same
technologies at home but have no training or experience using them for learning the curriculum. We will use
SBI to help our students know the who, what, when where, why and how to use tablets in the classroom.
The materials we will use to create multimedia scenarios include several programs already on our computers
have including Flash, Camtasia, PowerPoint, Keynote and other online programs we have been using for
materials development for many years. We will also develop additional support materials using text, graphics
video and online sites to augment the scenario learning activities.
In addition to curriculum and program goals, this activity will address the following objectives of the 2011
CCSU Strategic Plan Objectives as follows: 1.1 Outcomes-based assessment, 1.3 Educational Technology, 3.1
Experiential Learning.

4. What is Scenario-Based Instruction (SBI)?

SBI is a preplanned guided inductive learning environment designed to accelerate expertise in which the
learner assumes the role of an actor responding to a work-realistic assignment or challenge, which in turn
responds to reflect the learners choices.
5. Significance: Both EDT 315 and EDT 415 are taught in many sections during the Fall and Spring semesters.
Each one-credit course is the primary preparation students receive to use technology for instruction. The
multimedia scenarios we will develop will be state-of-the-art training materials that will help prospective
teachers to be better prepared to use technology for teaching in the public school classroom. The materials
from this initiative will be useful for both oncampus and online instruction and will be available to students
when they are in class as well as in their field placements in the CCSU service area.
6. Method and Timeline

a. (May, 2016) A curriculum needs assessment will be finalized and a list of subjects with which scenarios
can be used to further student skill development will be developed and prioritized.

b. (June, 2016) Significant steps in the instructional design process will be completed including audience
analysis, content analysis, objectives development, evaluation planning and the initial development of
materials.

c. (July, 2016) As SBI is developed for each class the materials will be field tested and revised accordingly.
A multimedia Wiki will be created so that multimedia and materials are easily accessible from any
location. The scenario materials will be field tested with an audience of potential users and revised
according to their feedback.

d. (August, 2016) The scenario materials will be revised and then further evaluated by the faculty
themselves and invited colleagues.

e. (September, 2016) The SBI materials will be used in EDT 415 and EDT 315 during the eight week first
semester and evaluated for suitability and effectiveness. The multimedia Wiki will be available online for
current students to use as they work in the classroom or students who are in their field experience.

f. (October-December, 2016) The next series of SBI will be developed, enlarging the database and giving
students more opportunities to use SBI for their preparation and teaching. The multimedia Wiki will be
maintained and expanded as more SBI materials are developed, tested, revised and employed.

g. (January 2017) Dissemination of this activity will take place through publication, conference
presentations, training of CCSU colleagues and other venues as the opportunities arise.

7. Evaluation

a. The materials themselves will be evaluated according the Appendix 1 Rubric
b. Student outcomes will be evaluated in two parts. The first will involve a simple text of recall and application,
and then an actual application of a scenario to a real-life context as arranged.
c. This proposed activities will lead to new or enhanced curriculum through example as well as the application
of our results to other CCSU training opportunities as we train other faculty to use SBI methods.

8. Outcomes:

We anticipate that the outcomes will be significant. We will demonstrate how the development of effective
SBI can help prospective teachers to succeed in areas that are most difficult to simulate outside of the job
environment. We will demonstrate how our colleagues can accomplish the same results using SBI. In addition,
we anticipate the following,

a. demonstrated student progress in using technology in the classroom via SBI preparation
b. publication in a local, national and international journals
c. presentations at regional, national and international conferences
d. Inclusion of out SBI materials in both regional and international training workshops

9. The Next Step

The next step in this process is to develop and create additional research opportunities for developing and
using our SBI materials over a longer time period, utilizing both qualitative and quantitative evaluations
published and discussed.

Internal Grant
BUDGET TEMPLATE

Budget Item

Amount Justification

Stipend for Principal Faculty 1

1200

Stipend for Principal Faculty 2

1200

Total Need 2400

Less other funds

sought/available
Total Request 2400

Each faculty person will be developing multimedia

scenariobased instructional activities and related
documents to support professional development
learning. Principal Faculty 1 will develop scenarios and
materials for EDT 315.
Principal Faculty 2 will develop scenarios and materials
for EDT 415.

**


Appendix 1 Rubric to Evaluate the Development of SBI Materials for each course.