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Instructional Design Project
Instructional Design Project
Instructional Design Project
CARLY HILL EDTECH 503 (SPRING 2011) SUBMITTED TO DR. YU-HUI CHING 3/20/2011
Table of Contents
1a. Goal Statement ....................................................................................................................................... 3 1b. Audience Description .............................................................................................................................. 3 1c. Rational ................................................................................................................................................... 3 Part 2a. Description of the Need .................................................................................................................. 4 Part 2a.1 Needs Analysis Survey ................................................................................................................... 4 Part 2a.2: Needs Assessment Data Report .................................................................................................. 4 Part 2b: Description of Learning Context...................................................................................................... 5 Part 2b.1: Learning Context .......................................................................................................................... 5 Part 2b.2: Transfer Context ........................................................................................................................... 5 Part 2c: Description of Learners ................................................................................................................... 6 Part 2d: Learning Task Analysis ..................................................................................................................... 6 3a: Learning Objectives ................................................................................................................................. 7 3b: Learning Objectives, Blooms Taxonomy, and Types of Learning............................................................ 8 Part 3c: ARCS Table ....................................................................................................................................... 9 Part 4: Instructor Guide11 Part 5a: Learning Materials ......................................................................................................................... 14 Part 5b: Summative Assessment Materials ................................................................................................ 16 Part 5c: Technology Tool Justification ........................................................................................................ 17 Part 6a: Expert Review ................................................................................................................................ 18 Part 6b: One-to-One Evaluation.................................................................................................................. 18 Part 6c: Small Group Evaluation.18 Part 6d: Field Trial ....................................................................................................................................... 18 Part 7a: Evaluation Survey .......................................................................................................................... 19 Part 7b: Expert Review Results ................................................................................................................... 20 Part 7c: Comments on Change.................................................................................................................... 20 Part 8: AECT Standards Grid..21 Appendix A: Judicial Branch Survey.27 Appendix B: Survey Results29 Appendix C: Court Case Wiki Rubric ............................................................................................... .31 Appendix D: Sythesis Paper ........................................................................................................... .31
Part 1: Topic
1a. Goal Statement
By the end of this lesson, students will be able to define what judicial review is and display court cases that have changed the way that the Constitution is interpreted in a wiki.
1c. Rational
One of the requirements of the American Government course is to learn about the role of the Supreme Court and how the Constitution changes over time by the rulings in landmark court cases. This process is referred to as judicial review and is essential to understanding the purpose of the Supreme Court in government. In the past, students learn about this process through direct instruction blended with group work, but there has been evidence that students have struggled with the idea of judicial review. By using the wiki as a way for these students to produce their assignments, I am not only changing the instruction to more student-centered, but I am also teaching some students who do not already know how to use Web 2.0 tools a skill that may be required in post-secondary education or on the job. Students will complete research on a court case from a predetermined list of landmark court cases and then take that information and create a wiki using the site Wikispaces. Using this site will allow students to post this information for free and allow the teacher and classmates to edit and have a discussion about the content of each students wiki. The overall goal of this lesson is to implement a generative approach to information that students have received in a supplantive fashion. The court cases of this lesson will be taught through direct instruction, but in order to gauge understanding, it is important that students create a wiki with this information so that the instructor can see application of this information. The learning outcome of this lesson will be enterprise knowledge as students will be taking declarative and procedural knowledge and creating a wiki that represents what they know.
creating the wiki, they will be strengthening their critical thinking skills which they will use their entire life no matter what path they choose to take after high school.
Part 3: Planning
3a: Learning Objectives
1. Identify the three branches of government, their powers and responsibilities. 2. Explain the functions, powers, interactions, and relationships among federal, state, and local governments. 3. Explain the establishment of judicial review through Marbury v. Madison 4. Describe historical milestones that led to the creation of limited government in the United States by analyzing milestone court cases. 5. Analyze and evaluate the decisions about rights of individuals in landmarks including, but not limited to, Gideon v. Wainwright, Brown v. Board, Griswold v. Connecticut, McCulloch v. Maryland, Miranda v. Arizona, Texas v. Johnson, or Tinker v. Des Moines. 6. Explain the importance of the Bill of Rights and how court cases influence how they are applied. 7. Identify what a wiki is. 8. Demonstrate how to create a wiki. 9. Analyze information found through internet research to write a wiki. 10. Demonstrate the correct citation style use for various sources.
Comprehension
Concept
Comprehension/Analysis
Procedural
Analysis/Evaluation
Procedural
Comprehension
Concept
Comprehension
Declarative
Application
Procedural
Analysis
Concept
10
Comprehension
Concept
SATISFACTION S1. Natural consequences >Doing well on this assignment could open up a whole new way of expressing the students ideas online as well as attaining the knowledge of how the legal system works in the United States. S2. Positive consequences >Using this skill of creating a wiki will allow students to express themselves and being able to relate a court case to the idea of judicial review will give students the confidence of knowing how the Constitution changes without being formally amended. S3. Equity >All students will be graded on the same rubric which they will all be given before the assignment begins.
Employ Learning Strategies The teacher will tell the students that what they are doing is similar to writing a research paper, except they are writing a much shorter version. The students will be reminded that the same skills they used to write a paper will be used to analyze information for the wiki as well as MLA citation. The teacher will then show the students a wiki that has been posted on Wikipedia and ask students what they know about what a wiki is. Once students have expressed their knowledge, the teacher will show them how to set up their own wiki using the site wikispaces.com by walking them through step-by-step. Before having students move onto working on their wikis, the teacher will ask students what makes a website reliable. After hearing students responses, the teacher will make clear that websites need to accurate, authoritative, objective, and current. The teacher will provide the following link so students can look for the following things if they are unsure of reliability: http://www.ala.org/ala/mgrps/divs/alsc/greatwebsites/greatwebsitesforkids/greatwebsites.cfm. The teacher will also provide the following link to help students with their MLA citation: http://www.easybib.com/. Practice Once student have started to set up their wiki and are researching their case, the teacher will circulate around the room and help students with questions that they have about the assignment or their case. Provide Feedback Once students have completed their first class period of work, the teacher will go through their wikis and provide feedback on their progress so far. The teacher will also have the students peer review each others work before the final project is turned in. Conclusion Summarize and review The teacher will give the students the Court Case Graphic organizer and have the students go through their peers wikis so that they learn about each court case. Transfer Learning The teacher will ask students what they learned while creating a wiki and if they think it is a useful way of expressing information. The teacher will explain to students that this skill of creating a wiki does not have to be just for school projects, but can be used in their personal and professional lives.
Remotivate and Close The teacher will explain that the process of taking information and reinterpreting into something that they made enhances their critical thinking skills and that is something they will use for their rest of their lives, no matter what they choose to do. The teacher will also reiterate that the role of the judicial branch is to interpret law and that this is an essential function of government, because this is where US citizens rights are clarified. Assess Learning The teacher will assess the students using the rubric located in Appendix C. Provide Feedback and Remediation The teacher will give feedback to students on the rubric and will give them back to the students. If it appears that there will students that struggled with the assignment, the teacher will meet with them individually, discuss the assignment, and allow them to redo it if necessary.
Rationale: This graphic organizer would be used after the students have completed their wiki and will be viewing other students work. Court Case Graphic Organizer Students: As you look at other students wikis, use this organizer to learn about each court case. Court Case Why is this case an example of judicial review? Amendment Interpreted in the Case
Gideon v. Wainwright
Brown v. Board
Griswold v. Connecticut
McCulloch v. Maryland
Miranda v. Arizona
Texas v. Johnson
Content Accuracy
All information provided by the student on the wiki is accurate and all the requirements of the assignment have been met. The student has an exceptional understanding of the material included in the wiki. Student has provided additional links to learn more about their court case
Almost all the information provided by the student on the wiki is accurate and all requirements of the assignment have been met. The student has a good understanding of the material included in the wiki.
Almost all of the information provided by the student on the wiki is accurate and almost all of the requirements have been met. The student has a fair understanding of the material included in the wiki.
There are several inaccuracies in the content provided by the students OR many of the requirements were not met. Student did not appear to learn much from this project.
Learning of Material
Explanation of Student explains No explanation Judicial Review judicial review of judicial review is given Amendment Student explains An amendment is No amendment is the amendment listed but is given. linked to their incorrect. court case and it appears there is understanding There are no errors in spelling, punctuation or grammar in the final draft of the wiki. There are 1-3 errors in spelling, punctuation or grammar in the final draft of the wiki. There are 4-5 errors in spelling, punctuation or grammar in the final draft of the wiki. There are more than 5 errors in spelling, punctuation or grammar in the final draft.
NO
Could you follow my instructor guide to teach the lesson in your own class?
YES
NO
Does the wiki checklist make sense for guiding students through the project?
YES
NO
YES
NO
Is the graphic organizer a good way to have students record information about court cases they did not research?
YES
NO
YES
NO
YES
NO
X X X
X X X
ID Project 2 ID Project 2
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. 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
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
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.
Instructional Design Project - Hill 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 A
Judicial Branch Survey Part I Students: Answer the following questions based on what you have learned so far this year. 1. What is the role of the judicial branch in government? a. make laws b. enforce laws c. ignore laws d. interpret laws 2. What is the definition of judicial review? a. The process that the President goes through when determining where to spend money. b. The power of the Supreme Court to determine whether laws are constitutional. c. The power Congress has over the President. d. The power of the states to overrule the federal bureaucracy. 3. Which court case established judicial review? a. Marbury v. Madison b. McCulloch v. Maryland c. Roe v. Wade d. Texas v. Johnson 4. What is the purpose of the Bill of Rights? a. It is the part of the Constitution that gives Congress their power. b. It is the part of the Constitution that gives the executive branch their power. c. It is the part of the Constitution that gives Supreme Court their power. d. It is the first ten amendments that guarantees certain liberties to US citizens. 5. A case that shows the expansion of the Bill of Rights is a. Texas v. Johnson. b. Tinker v. Des Moines. c. Gideon v. Wainwright. d. all of the above. 6. A wiki is__________________________. a. something you buy in Hawaii. b. a website that allows for easy creation by any user with the ability to link web pages, pictures, and other content to express information. c. a website that is difficult to set up and not user friendly. d. a website that is strictly used for chat purposes.
Part II Students: For the next portion, please circle yes or no to the following questions. 1. Do you have a computer at home? 2. Do you enjoy using the computer? 3. Do you like using the computer as part of learning about a topic in a class? 4. Do you use your computer to check email? 5. Do you use your computer to check social networking sites like Facebook, MySpace, etc.? 6. Have you ever used Wikipedia? 7. Have you ever created a wiki? 8. Do you know how to use correct MLA citation style? Yes Yes Yes Yes Yes Yes Yes Yes No No No No No No No No
Appendix B
1. What is the role of the judicial branch in government? For this question 86% of students answered correctly that the role of the judicial branch is to interpret laws. 2. What is the definition of judicial review? For this question, 76% of students answered correctly that the power of the Supreme Court is to determine whether laws are constitutional. Seven respondents answered that it was the power that Congress has over the President showing that this needs to be reinforced. 3. Which court case established judicial review? 76% of students answered correctly that Marbury v. Madison established judicial review. Because the two names are similar, seven students choose McCulloch v. Maryland which is one of the cases that will be revisited in the wiki assignment. 4. What is the purpose of the Bill of Rights? When responding to this question, 76% of students answered correctly that it is the part of the Constitution that guarantees certain liberties to US citizens. 5. A case that shows the expansion of the Bill of Rights is 47% of students answered all of the above. Students in this class have not learned about any of the court cases listed so it is not surprising that the percentage is low. Through this assignment, they will learn about all of these cases and their impact. 6. A wiki is__________________________. 83.3% of students answered this question correctly showing that a majority of students know what a wiki is. 1. Do you have a computer at home? 90% of students answered that they did have a computer at home. 2. Do you enjoy using the computer? 94% of students responded that they enjoyed using their computer. 3. Do you like using the computer as part of learning about a topic in a class? 96% of students responded that they liked using the computer in class. 4. Do you use your computer to check email? 76% of students said they used their computer to check email. 5. Do you use your computer to check social networking sites like Facebook, MySpace, etc.? 80% of student responded that they used their computer to check social networking sites
6. Have you ever used Wikipedia? 93% of students responded that they used Wikipedia. 7. Have you ever created a wiki? 16% responded that they had created a wiki showing that many students will not be familiar with this process and that attention needs to be paid to explaining this process. 8. Do you know how to use correct MLA citation style? 76% responded that they know how to use correct MLA style.
Appendix C
Court Case Wiki
4 All information provided by the student on the wiki is accurate and all the requirements of the assignment have been met. The student has an exceptional understanding of the material included in the wiki. Student has provided additional links to learn more about their court case
3 Almost all the information provided by the student on the wiki is accurate and all requirements of the assignment have been met. The student has a good understanding of the material included in the wiki.
2 Almost all of the information provided by the student on the wiki is accurate and almost all of the requirements have been met. The student has a fair understanding of the material included in the wiki.
1 There are several inaccuracies in the content provided by the students OR many of the requirements were not met. Student did not appear to learn much from this project.
Learning of Material
Student explains No explanation judicial review of judicial review is given Student explains An amendment is No amendment is the amendment listed but is given. linked to their incorrect. court case and it appears there is understanding There are no errors in spelling, punctuation or grammar in the final draft of the wiki. There are 1-3 errors in spelling, punctuation or grammar in the final draft of the wiki. There are 4-5 errors in spelling, punctuation or grammar in the final draft of the wiki. There are more than 5 errors in spelling, punctuation or grammar in the final draft.
Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, N.J.: J. Wiley & Sons. Wiggins, G. P., & McTighe, J. (2002). Understanding by design . Alexandria, VA.: Association for Supervision and Curriculum Development.