Community Garden Planning Workshop

ID Project EDTECH 503 Haley Dixon December 11, 2012

Table of Contents
Synthesis/Reflection Paper Part 1. Community Garden Planning Project 1a. Stated Learning Goal 1b. Description of the Audience 1c. Rationale Part 2. Analysis Report 2a.1 Needs Analysis Survey 2a.2 Needs Analysis Data Report 2b. Description of the Learning Context 2b.1 Learning Context 2b.2 Transfer Context 2c. Description of the Learners Part 3. Planning 3a. Learning Objectives 3b. Matrix of Objectives, Blooms Taxonomy, and Assessment Plan 3c. ARCS Table Part 4. Instructor Guide Part 5. Learner Content 5a. Learning Materials 5b. Formative and Summative Assessment 5c. Technology Tool Justification Part 6. Formative Evaluation Plan 6a. Expert Review 6b. One-to-One Evaluation 6c. Small Group Evaluation 6d. Field Trial Part 7. Formative Evaluation Report 7a. Evaluation Survey 7b. Results of Expert Review 7c. Comments on Change Part 8. AECT Standards Grid 3 4 4 4 4 4 4 4 5 5 6 6 8 8 9 10 12 13 13 14 14 15 15 15 16 16 17 17 17 18 18

Synthesis/Reflection To me, the word design implies construction, as in a blueprint resulting in an end product obtained through application of the instructions. Instructional design takes my notion of design a step further in that the end product is learned material. Systematic instructional design implies that the instructions followed to learn material have been laid out for the learner using a logical series of steps ideal for obtaining and retaining the information (Smith & Ragan, 2004). When I create learning experiences for others, I always start with core foundations such as definitions and descriptions of basic concepts related to the topic, engage the learner in foundation application (short activity), review activity results, and culminate with a project applying what the student has learned. For example, although I am not an architect, my father often relies on my abilities to walk a customer through the process of designing and building a custom log home (he is a log home dealer). First, I crash course the customer on design principles related to building a functional log home. I give the customer an opportunity to chew the information and explore different designs through photos. Next, I sit down with the customers and draw out basic plans (via graph paper) applying general design concepts as well as custom options the customer would like to incorporate (activity). Once a basic blueprint for the home has been planned, I review the choices with the customer; making adjustments as needed. The last step I complete with the customer entails calculating the cost to build their plan, which usually results in many adjustments to their dream blueprint (project). As you might imagine, this final project of adding it all up draws from a balance of what the customer wants and what they actually need. Educational technology applied to instructional design has the power to enhance the lesson and engages students. Weaving online tools, software, and apps into the instructional design (in a systematic way) presents avenues for new learning opportunitiesand in my opinion, more comprehensive instruction. One aspect I noticed about the instructional design process after I had completed ID Project #1 was that my ambition to create every single learning material was unrealistic. Not that I couldnt create all of the materials, but it is more reasonable to include possibly better materials made by someone else. By the time I started piecing together Project #2, it became apparent that my project would suffer if I did not include the work of other educators in the learning material list. By including other materials, I think the participants are more likely to stay engaged. I think all learners eventually get tired of hearing the same voice, or viewing materials made by the same person. Variety keeps the learners attention! The instructional design project has opened my eyes to the need for assessing a learners technical abilities before designing instruction. Once I had administered a needs assessment survey, I understood the project could no longer be an individual-based activity. The needs assessment revealed the workshop must be completed in groups in order to ensure the level of technical ability needed to complete the instructions. In the future, I would like to continue designing community based projects/workshops for the local library. I find there is a local need for community instruction just as high as instruction counting for credit. I have the ultimate goal of increasing technical ability for all citizens by introducing projects addressing topics of interest in my community. References Smith, P. L. & Ragan, T. J. (2004). Instructional design (3rd Ed.). Danvers, MA: John Wiley & Sons.
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Part 1. Community Garden Planning Project

Part 1a. Stated learning goal After attending a 2-hour community gardening workshop, participants (ages 12+) will have designed an urban garden for spring planting utilizing PlanGarden.com. Part 1b. Description of the audience Participants include any community member over the age of 12 wishing to assist in the planning of next springs urban community garden. The participants are paired in groups according to computer related skills, and no prior gardening knowledge is necessary. Part 1c. Rationale The needs assessment for the project falls into both condition A (theres a problem) and condition B (there is something new the learners need to learn in order to solve the problem). Last year, the community garden committee planned a garden without the help (or input) of the community (learners). Although the community garden participants are eager to help plan the garden for this coming spring, most of them have no idea what to plant, or where to plant it. This year, instead of planting identical small garden plots of various fruits/vegetables for each community member/family participating, one large plot will be planted for the benefit of all those involved. Part 2. Analysis Report Part 2a. Description of the Need Part 2a.1 A Needs Analysis Survey concerning the community garden-planning project was distributed to willing participants via a handout at the local library. The survey focuses on the computer related (technical) abilities of potential participants in the planning project. It is assumed the community members interested in taking the survey are expressing interest in project participation. Ten potential participants completed the survey of the fifteen surveys that were distributed. Part 2a.2 Needs Analysis Data Report The results of the needs analysis survey highlighted the need to pair participants into groups in order to ensure the technical abilities required to complete the project. Of the ten people surveyed, while eight claimed experience with using a mouse and keyboard, experienced dropped to around half for opening a browser and using a

toolbar.

Of the survey participants, nine out of ten claimed to have computer experience, which in general, could include very limited computer knowledge. Analyzing the Technical Experience chart, one can conclude splitting the group into five groups of two would lend to one participant in each group possessing the ability to perform more complicated technical functions such as using a toolbar (necessary for utilizing PlanGarden.com). All ten survey participants reported that they liked to watch videos, yet only seven claimed the ability to search for YouTube videos. Four of the survey takers reported playing computer games, and none of the ten surveyed reported experience utilizing PlanGarden.com. Part 2b. Description of the Learning Context Part 2b.1 Learning context The learners will be participating in a library/community center environment. Eight computers are available for use during the workshop, and students will work in groups of up to three participants (accommodating 21 learners at seven computers). One computer is reserved for the instructor, as it is linked to a SmartBoard for instructor example. Prior to instruction, it is the responsibility of the instructor to complete the PlanGarden.com tutorial videos (22 minutes total). Only basic technical skills outlined in the survey are necessary for instructor success.

All computers in the lab are iMac 2010 models, and meet PlanGarden.com system requirements of being less than seven years old. Adobe Flash is installed and up to date on all lab computers. All lab computers have the ability to play YouTube videos. Part 2b.2 Transfer context The transfer context of the project exists at the actual urban community garden site. Ideally, the project participants will assist (next Spring) in planting the garden designed during the workshop. The goal is to plan the garden (crops/layout), and knowledge gained during the workshop will assist the participants in planting. Essentially, those participating beyond this initial workshop will gain valuable gardening skills...a plan being the first step. Part 2c. Description of the Learners Participation is open to the community, however; the community member must be a card-carrying public library patron. All participants must be twelve years of age or older, as per the minimum age to apply for a library card (participants must have a card to access lab computers). Please note: there is no minimum age to participate in the community garden...only the planning workshop. The following chart represents the ages of the potential participants (collected from the needs analysis survey):

Part 2d. Learning Task Analysis

Prerequisite Analysis

Part 3. Planning Part 3a. Learning Objectives 1.The participant will gain an overview of planning a community gardening by viewing a short video. 1a. Open a browser 1b. Navigate to https://www.youtube.com/watch?v=iwE6CBBLX58 1c. View Planning a Community Garden 2. The participant will be able to navigate to the Cloud Institute website and play The Fish Game. 2a. Navigate to www.cloudinstitute.org 2b. Select The Fish Game from the Interactive and E-Learning menu 2c. Read (and listen to) Fish Game Instructions 2d. Click Play Online 2e. Play Fish Game 3. The participant will engage in a group discussion regarding Fish Game results. 3a. Direct attention to instructor 3b. Share individual Fish Game results via show of hands for corresponding scores. 3c. Listen to score analysis given by instructor 3d. Comment on score analysis (raise hand to speak) 4. The participant will be able to navigate to a Zone Map providing information outlining garden plants that thrive in their climate. 4a. Navigate to http://www.cambreenotes.com/images/zone_usa.jpg 5. The participant will be able to navigate to the Farmers Almanac Vegetable Guide, highlighting plants that thrive in their climate. 5a. Navigate to http://www.almanac.com/plants/type/vegetable by entering the address in browser 5b. Search for vegetables that thrive in your climate 5c. Comment on vegetables to include 6. The participant will be able to navigate to photo/map representing the space available for the garden. 6a. Navigate to Example Photo 6b. Review garden space blueprint 6c. Comment on what to plant (raise hand) 6d. Vote on what to plant based on participant suggestions (raise hand)
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7. The participant will be able to navigate to two short tutorial videos on planning a garden utilizing PlanGarden.com. 7a. Navigate to tutorial by entering the address in browser 7b. Watch tutorial video Tutorial 1 Tutorial 2 8. The participant will be able to navigate to PlanGarden.com and create a trial account. 8a. Navigate to PlanGraden.com by entering www.plangarden.com in browser 8b. Click on Free Trial 8c. Enter sign up information 8d. Click share so that your garden plan will be visible to the group 9. The participant will be able to create/design a plan for the community garden thriving/high yield crop knowledge gained in previous activities/tutorials. 9a. Plan garden to include selected crops (decided in voting activity) utilizing tools outlined in previous PlanGarden.com tutorial. 10. The participants will be able to view all participant garden plans via the share feature of PlanGarden.com and select community urban garden plan for next Spring. 10a. Navigate to participant garden plans via share feature 10b. Review participant gardens 10c. Participate in voting activity (raise hand) to select future garden plan

Part 3b. Matrix of Objectives, Blooms Taxonomy, and Assessment Plan

Learning Objectives (a)

Blooms Taxonomy Classification (b) application

Format of Assessment (c)

Description of test form (d)

Sample items (e)

performance

observation with checklist observation with checklist

view urban gardening video navigate to the Cloud Institute Play Fish game 9

application

performance

comprehension

performance

observation with checklist

discuss game results as a group navigate to document view presentation and match yields

application

performance

observation with checklist matching game to high yield crops

application

paper and pencil

analysis

paper and pencil

short answer on view space for crop suggestions garden and select crops observation with checklist observation with checklist view tutorial video create trial account at plangarden.com plan garden on plangarden.com review garden plans by answering short questions/vote on garden plan for community

application

performance

application

performance

synthesis

performance

share garden plans short answer/vote

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evaluation

paper and pencil

Part 3c. ARCS Table

John Kellers MOTIVATIONAL CATEGORIES OF THE ARCS MODEL

Categories & Subcategories Process Questions

ATTENTION A.1. Perceptual arousal

To capture participant interest, the instructor will begin the workshop by encouraging view of an urban/community

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A.2. Inquiry arousal A.3. Variability

gardening video on YouTube. To stimulate an attitude of inquiry the instructor will guide the learners through The Fish Game at the Cloud Institute website. To maintain attention following The Fish Game, the instructor will engage the learners in discussion regarding their scores.

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

The instructor assesses learner needs by opening discussion on plants to plant by guiding students to websites dedicated to planting vegetables according to zone. The instructor assesses learner needs by pairing participants according to computer experience (discovered from the needs assessment survey). The instructor guides the choices (what to plant based on provided information) of the learners during the discussion following website review of zone vegetables as well as the drawing representing available garden space. The instructor ties participant experience into the workshop by opening discussion on crop suggestions, and by assigning each group to plan a garden with the selected crops/space in mind via plangarden.com.

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

The instructor assists in building a positive expectation for success by ensuring each group has at least one participant with experience navigating a formatting toolbar (the most comprehensive computer skill required). In order to ensure enhancement of participant belief in their competence, the instructor will highlight the best aspect of each groups garden as a suggestion for inclusion in the garden plan for the community urban garden. The instructor will call for participant vote post-garden plan discussion in order to select 11

the garden plan for the community urban garden. A community garden plan will be selected based on participant garden plans.

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

The instructor encourages each participant to use the library computers on their own time if they wish to complete a garden plan for their own personal garden. The instructor will submit the community garden plan selected by the participants to the appropriate parties as a crop blueprint for planting next spring. To ensure a positive feeling towards the completion of the garden plan, the instructor encourages the participants to take part in planting the garden they designed (in the spring).

(Keller, 1987, p. 2) Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.

Part 4. Instructor Guide

Introduction
1 Introduce the workshop by showing a video (Smart Board/instructor computer) related to
community urban gardening. Planning a Community Garden 2 Guide the participants to the Cloud Institute website. a Double click on a browser (Firefox, Safari) b Type www.cloudinstitute.org into the address bar and hit enter. c Select The Fish Game from the Interactive and E-Learning menu. d Read The Fish Game instructions out-loud to the participants. e Click Play Online f Play Fish Game 3 Open Fish Game discussion once the groups have finished playing the game twice. a Remind the participants to raise their hands to participate. b Participants share game results. c Navigate instructor computer to Fish Game Analysis Video. 4 Pull up the Zone Map. a. Ask the class to identify the zone your city is located in and confirm. 5. Guide the participants to the Almanac Vegetable Guide. 12

a. Type http://www.almanac.com/plants/type/vegetable into the address bar. b. Encourage groups to click on vegetables of interest and read if they grow in your zone. 6. Pull up a photo of the space available for planting the community garden and discuss the space with the participants (include dimensions if possible). a. Example Photo b. Discuss garden plot.

Body
1 Pull up PlanGarden.com tutorials on instructor computer. Play videos for participants. a Tutorial 1 b Tutorial 2 2 Guide participants to the PlanGarden.com website and set up free trial. a Type www.plangarden.com into the address bar. b Click on Free Trial. c Enter sign up information. d Click share so all garden plans are visible to the group. 3 Instruct participant groups to begin creating/designing/planning a garden utilizing
PlanGarden.com. a Select plants for garden using zoning guide. b Walk around to each group and provide suggestions/assistance. c Remind participants to share with instructor account.

Conclusion
Pull up each group garden plan utilizing the share feature, review plans, and vote on garden plan to use for the community garden. a. Review participant gardens (commenting on positives in each plan). b. Engage the participants to vote on favorite garden plans (raise hand). c. Select garden plan based on vote. Part 5. Learning Content Part 5a. Learning Materials 1. Introduction to Community Garden Planning Video (created using the YouTube editor) Attributes for video clips used under Creative Commons License listed in video description. 2. The Fish Game- The Cloud Institute www.CloudInstitute.org 3. Fish Game Analysis Video- The Cloud Institute 13

www.CloudInstitute.org 4. Zone Map- Cambree Notes www.CambreeNotes.com 5. Vegetable Guide- Farmers Almanac www.Almanac.com 6. Example Photo for Garden Site- Kiko Auctions www.kikoauctions.com 7. Tutorial Video 1- PlanGarden.com www.plangarden.com 8. Tutorial Video 2- PlanGarden.com www.plangarden.com 9. Garden Planner- PlanGarden.com www.plangarden.com

Part 5b. Formative and/or Summative Assessment Materials Formative assessment is performance based, as successful completion of the workshop will yield a plan for the community garden. Performance based assessment is also ongoing throughout the workshop, as success is measured in each groups ability to navigate to various learning materials. Summative assessment of materials occurs once the participants have selected a garden plan for next spring. The concluding garden plan will be assessed again at the time of planting. Part 5c. Technology Tool Justification

Tool
Introduction Video

Justification
Generates interest in the topic Engages a sense of community Explains the Fish Game results Used to identify 14

The Fish Game

Fish Game Analysis Video Zone Map

climate Vegetable Guide Used to identify plants Highlights the need for site measurements Provides overview of toolbar functions Provides method for group participation Used to display instructor computer screen

Example Garden Site Photo

PlanGarden.com Tutorial Videos Computer

SmartBoard

Part 6. Formative Evaluation Plan Part 6a. Expert Review

The SME for the instructional design project is a sociology professor at a local university. An avid community gardener, the SME can provide feedback from both an instructor point of view as well as a possible participant angle. I will be submitting the project to the SME on 12/4, and expect feedback on 12/6. Part 6b. One-to-One Evaluation The monitor of the local library computer lab has agreed to participate in the workshop in a one-to-one setting. I will administer instruction to the participant, and while working through the objectives, we will troubleshoot any technical challenges that may arise. The participant is interested in joining our community garden experience. While completing the project, we will keep these questions in mind: 1. Are all tech related instructions clear? (open browser, enter website address, etc.) 2. Do all of the videos play? 3. Are all of the documents properly linked to the instructions? 4. Are the tutorial videos adequate for instruction?
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5. Is the project fun? 6. What suggestions do you have for improving the project?

Part 6c. Small Group Evaluation A small group of four community garden members will complete the workshop, and will plan a garden for this coming spring. The workshop will take place at the library computer lab after troubleshooting any technical issues illuminated during the one-toone evaluation. The small group participants possess various levels of technical ability, the most advanced being the ability to navigate an editing toolbar. I will ask the group questions following the workshop: 1. What did you like about the workshop? 2. What parts were difficult? 3. Was it difficult to work on the computer? 4. Did you enjoy the workshop? 5. What suggestions do you have for making the workshop better? 6. Are you interested in attending a workshop planning the fall garden?

Part 6d. Field Trial

A small group of four community garden members will complete the workshop, and will plan a garden for this coming spring. The workshop will take place at the library computer lab after troubleshooting any technical issues illuminated during the one-toone evaluation. The small group participants possess various levels of technical ability, the most advanced being the ability to navigate an editing toolbar. I will ask the group questions following the workshop: 1. What did you like about the workshop? 2. What parts were difficult? 3. Was it difficult to work on the computer?
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4. Did you enjoy the workshop? 5. What suggestions do you have for making the workshop better? 6. Are you interested in attending a workshop planning the fall garden? Part 7. Formative Evaluation Report Part 7a. Evaluation Survey Expert Evaluation Survey

Question
Are the learning materials sufficient for the workshop? Are the instructions clear? Are the learning materials engaging? Does the activity flow in a logical manner? Were the tutorial videos easy to follow? Additional Comments

Scale: 3-Excellent, 2-Needs Improvement 1-Massive Revision

Part 7b. Expert Review Report

Question
Are the learning materials sufficient for the workshop? Are the instructions clear? Are the learning materials engaging?

Scale: 3-Excellent, 2-Needs Improvement 1-Massive Revision 2

3 3

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Does the activity flow in a logical manner? Were the tutorial videos easy to follow? Additional Comments

3 2 The tutorial videos are a little difficult to follow without pausing the video repeatedly. Consider making new PlanGarden.com tutorial videos.

The expert enjoyed the project, and overall, found it easy to follow. The expert gave excellent marks in regards to instructions, engaging materials, and the logical flow of the project. The expert noted the possible need to create new PlanGarden.com tutorials (aside from the tutorials provided on the website), stating the tutorial videos moved too quickly. Part 7c. Comments on Change In the future, I will use a screen recorder to make new tutorial videos on how to use PlanGarden.com. The new tutorial videos will focus on specific functions necessary for completing this specific garden-planning workshop. I may even create an interactive tutorial, with the end result being a planned garden. Part 8. AECT Standards Grid
Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) X X X X X X X X ID Project ID Project ID Project ID Project ID Project Selected Discussion Forums; ID Project ID Project ID Project

ID Project

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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

Reading Quiz; ID Projects (all assignments)

(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 19

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. ii. Create and conduct various aspects of a front-end analysis 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

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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.

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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
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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

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