Building an Interactive Poster (Glogster) to Analyze a Novel Cybil Hill May 4, 2012 EDTECH 503-4172

Perfection is neither a goal nor an option in [instructional] design all design involves trade-offs, even the most elegant and widely admired designs (Smith & Ragan, 2005). This quote reminds me of how instructional design is like buying a house. The buyer has certain criteria that he/she wants to meet: location, good school district, a certain number of bedrooms and bathrooms, a garage, a backyard. The list continues on. However, as the buyer searches through house after house, he/she will realize that the perfect house does not exist, and in some cases, sacrifices and trade-offs are made. However, the ultimate goal is to purchase a house that has as much of the criteria as possible. Once the house is purchased, updates can be made to continue to work towards the perfect house. The house will never be perfect, but the buyer will make it as close as possible to perfection. Instructional design is the same. A designer can never have perfection and will constantly be updating. However, he/she will look to include certain criteria and include as much of that criteria as possible. He/she will have to make sacrifices during the process for an unending list of reasons: malfunctioning technology; problems with students; a change in curriculum. Keeping this in mind, as stated in the quote, perfection is not the ultimate goal in the design process (or in the process of a buying a house). The ultimate goal is to develop and continue developing projects because technology and society itself is forever changing. In consideration that perfection is not the ultimate goal, I find that I myself have not strived for perfection in my ID Project. From the beginning of the semester, I found comfort in the fact that perfection was not to be achieved. I do, however, find this to also be challenging because I am a perfectionist. I struggled each week when I found that my colleagues did not find my assignments to be perfect; in fact, each week, there was always a suggestion on how to update and perfect it. I realize now that instructional design does not have to be perfect, and it never will be. For example, during the ID Project design, there are many things that I have updated. However, I feel like it will be an ongoing process because as I update one thing, something else needs to be changed. And as I continue with the different interviews and trial runs, I expect there to be more updating required prior to the actual implementation of the project. Even after the project is completed by the students, I expect to update it again for next time. My ultimate goal is to become an instructional designer for a school district. The designing part is actually my favorite thing about teaching, which is why my future plans involving designing instruction. As an instructional designer, I could definitely see using these methods to help teachers implement technology into their classrooms. For example, I could develop training classes for teachers that will show them how to use the technology themselves and will help them prepare to use the technology in the classroom with the students. I could also see helping a teacher actually implement a technology tool into their classroom, as I am doing right now. I especially like how I can make the project instructions general so that they can be used again, either by the same teacher for a different project or by a different teacher. Instructional design has a lot to offer, and is especially important to consider for a school district. It is important to actually plan out the use of technology and not just use it for the sake of using

it. As an instructional designer, I hope to one day be able to show a school district the proper way to implement technology. References Smith, P. L., & Ragan, T. J. (2005). Instructional design. (third ed.). John Wiley and sons, Inc.

Part 1. Topic

Part 1a. Stated learning goal. Using Glogster, desktop computers, media, cameras, and/or microphones, learners will create a multimedia presentation (Glogster) incorporating visual images, sounds, videos, and written language to compare importance of appearance in the society found in the book Uglies to their own modern society. Part 1b. Description of the audience. The ten learners are part of a Reading Acceleration class and have varying levels of understanding. Students are all considered to be below reading level for their age and grade level, are in Special Education classes, and tend to need extra time and assistance on assignments. Part 1c. Rationale. 1. I chose this topic because I felt, as 21st Century learners, all students should have the opportunity to explore various tools that are becoming increasingly more important in careers, jobs, and other aspects of society. The students frequently are familiar with Web 2.0 tools, but often they are not completely versed in exploring these tools. For example, although many students have previously used Glogster for assignments, I am quite certain they have not used all aspects of Glogster, such as recording or video. I wanted to introduce them to many different aspects of Glogster to make sure they were well versed on each step that it takes to create a proper online poster. 2. I find that my overall strategy is a combination of both generative and supplantive. For one, the students already have an understanding of the workings of Glogster, seeing as they have used it previously in other classes. These students also have an understanding of searching and saving images from Google. This points to a generative strategy because the students already have previous knowledge and understanding of the topic. There will be little scaffolding on these points because of their prior knowledge. Scaffolding is not as necessary. However, since the majority of the students have never recorded anything with a microphone and saved it as a sound file, this is where it becomes a supplantive strategy. Students will require more facilitation when completing this task. They will not be able to use prior knowledge to complete this part of the task. 3. The major instructional strategy that this assignment would be classified is ProblemSolving Instruction. Problem-solving involves taking prior knowledge (such as concepts, declarative knowledge, and procedures) and assimilating this information in order to solve a problem or task. Each step of the task could be a simple or complex procedure which then will give the students the foundation to synthesize the information

into one interactive poster. I originally would have classified the instructional strategy as procedure; however, because the steps are ambiguous and need extra attention for each, it would make more sense to classify it as problem solving. 4. The reason I would classify this assignment as a problem solving is because it is a more complex form of procedure. Each step is a procedural in that students must do the first thing before they move onto the next. However, each step in the procedure requires more thought and work. For example, when the students are required to record their sound file, they must open Sound Recorder, click record, and speak into the microphone. Before being able to record, they must analyze a section of the book and respond to a prompt in order to prepare their response.

Part 2. Analysis Report

Part 2a. Description of the Need Part 2a.1 In order to investigate the needs of the learners, I conducted a needs survey, which was given in person. The questions focused on their use of technology, computers, the Internet, e-mail, and Glogster. There were ten learners who received the surveys during their class time. I was not present at the time this survey was given. See Appendix 1. Part 2a.2 I developed a needs analysis to determine the weaknesses of my students with regards to the assignment that I developed on Glogster. I went into this assignment knowing that many, if not all, of my students would already have used Glogster for previous classes. However, I also knew that they did not have much experience with it, and they also would not have had experience with all aspects of Glogster. As is shown in the following graph, the majority of the students are familiar with Glogster. Out of the ten students that took the survey, seven stated that they have used Glogster for other projects (70%), particularly in class, while three students have no experience with Glogster (30%).

After seeing the results of this part of the survey, I started to question the rationale behind the assignment. However, I continued to look over the survey and found some other interesting pieces of information. Although 70% of the students claimed they had experience with Glogster, only 30% claimed that they had experience with recording on a microphone and uploading a sound file to Glogster.

I found this to be interesting because Glogster is an interactive poster. This means that it has access to, not only text and pictures, but also sound files and videos. This is distinct from a handcrafted poster made using poster board because it involves skills required for the 21st Century. However, from the survey results, the students have not accessed one of these important skills: recording from a microphone. This is a basic skill needed for the 21st Century, but many of the students do not have experience with it. This tells me that the students only used Glogster as a glorified handmade poster with pictures and text. This also tells me that they must not have ever created their own videos or sound files. This aspect alone shows me that this assignment is a perfect one for this group. Part 2b. Description of the Learning Context Part 2b.1 Learning context. The students attend Burrell High School, a school district about twenty minutes outside of Pittsburgh. Lower Burrell and Upper Burrell make up the school district, which is unique, in that it is both considered rural and a city. The ten students, as stated previously, are considered to be below age and grade level in their reading and math skills. All students attend Special Education classes provided by the district. This particular class is called Reading Acceleration, and is meant to help students try to close the gap on their reading skills. In the classroom, there are currently twenty five working desktop computers, a projector, and a Smart board. The computers are well maintained and normally, there are no problems with connection. All students have access to their own Burrell e-mail account and a U: Drive (on which they can save their own work and access it from other computers).

The teacher has been teaching the same class for many years. There is no curriculum set for the district, so the teacher is very flexible in what she decides to teach to the students. The teacher provides the students with discussion questions that help them go from Knowledge level understanding to Synthesis/Evaluation levels of understanding. She is also a very pleasant and helpful person in general, and typically does not get upset over issues. She is very flexible and is willing to work with the struggling students when necessary. The students generally like and respect her. Part 2b.2 Transfer context. As I have stated, the skills required to build a Glogster poster are considered 21st Century skills. The ability to search for images online could come in handy for building webpages or even writing blogs. A website is obviously a very visual aspect for an organization or a company. In order to take advantage of this, the students will need to be able to search properly for images that will represent the content on the website well and offer more of an explanation. Another skill is the ability to record sound using a microphone. With the rampant increase of blogs and podcasts, learners should know how to record using a microphone so that they can share more information online. It is important to use more than just textboxes online. For example, learners may need to provide step by step instructions for people who are blind. Recorded information would come in handy for this. Part 2c. Description of the learners. The learners are considered to be 21st Century learners: technology is tied into many aspects of their lives, personally and professionally. These students frequently text and use their computers for Social Networking. The students are frequently bombarded or overloaded with technology at school. Many teachers choose to use technology for the sake of using it. They do not take into consideration the best methods for producing an assignment or project when it comes to the incorporation of technology. Interestingly enough, when students were questioned on the survey about whether they prefer writing by hand or typing, 20% of the students prefer typing of writing by hand. This means that 80% prefer writing by hand, even though these students are considered 21st Century learners. My instruction is directly affected by this because, going into the project, I know that these students will probably feel annoyed that, once again, they are being forced to type. This may have an effect on the outcome of their assignment and the quality of the project that they produce.

Part 2d. Learning task analysis (the flow chart).

Part 3. Planning

Part 3a. Learning objectives. 1.0 create a Glogster account 1.1 create an account name and password 2.0 compose a written analysis of a section of the book 3.0 transfer a written analysis of a section of the book to a text box in Glogster 3.1 create a textbox in Glogster 3.2 copy and paste the information 4.0 record an analysis of a different section of the book using Sound Recorder and a microphone 4.1 analyze the importance of physical attributes in society 4.2 record the response using a microphone 5.0 search for pictures through Google Images 5.1 use appropriate search terms 6.0 locate pictures 6.1 choose images that appropriately match the analysis of the book 7.0 save picture and sound files to the computer 8.0 save Glogster after each use 9.0 upload picture and sound files to Glogster 10.0 send an email with a link

Part 3b. Matrix of Objectives, Blooms Taxonomy, and Assessments. Learning Objectives (a) Blooms Taxonomy Classification (b) Application Format of Assessment (c) Description of Test Form (d) Sample Items (e)

1.0

Performance

Simulationchecklist Simulationchecklist

Signed up for and opened their Glogster Chose an appropriate username and password Write a response to explain section of the book Located text box and entered in the information from written analysis Click on the appropriate icon and followed onscreen directions to create a textbox Copy and paste the typed information from a Word document to the textbox. Opened Sound Recorder and responded to another prompt using microphone

1.1

Application

Performance

2.0

Synthesis

Performance

Rubric

3.0

Application

Performance

Simulation

3.1

Application

Performance

Simulationchecklist

3.2

Application

Performance

Observation with a checklist

4.0

Application

Performance

Observation with a checklist

4.1

Analysis

Performance

Rubric

Wrote an analysis, explaining the importance of physical beauty in society. Opened Sound Recorder and recorded the analysis. Performed a search for pictures in Google Images. Used appropriate search tags to locate pictures related to assignment Located pictures using Google Images Located pictures that matched the prompt Gave the files appropriate names and placed them in the U: Drive on the computer Clicked the save button after updating Glogster Clicked the upload button, located the picture and

4.2

Application

Performance

Observation with a checklist

5.0

Comprehension

Performance

Observation with a checklist

5.1

Comprehension

Performance

Observation with a checklist

6.0

Application

Performance

Observation with a checklist Observation with a checklist Observation with a checklist

6.1

Analysis

Performance

7.0

Application

Performance

8.0

Application

Performance

Observation with a checklist

9.0

Application

Performance

Observation with a checklist

sound files, and placed them on Glogster poster 10.0 Application Performance Observation with a checklist Opened email, copied and pasted link into email, and sent to the teacher

Part 3c. ARCS Table ATTENTION A.1 Perceptual Arousal Students will view a teacher-created example of Glogster to be able to see what all will be involved in creating one of their own. The teacher will explain each section of the Glogster and give them some tools to use for each one. A2. Inquiry Arousal Students will be asked to explain their own view on the importance of physical appearance in their own lives. How does it affect them in school? At home? How does it affect their perceptions of themselves? If there is time, teacher will show videos/photos of models and discuss the societys views on the models/actors/etc. A3. Variability Students will share their own opinions and perceptions on the importance of physical appearance. They will write and record responses to prompts, and they will also support their perceptions with school-appropriate photos that they find.

RELEVANCE R1. Goal orientation Students will be introduced to the goals and guidelines of the project. Because these students have learning disabilities and IEPs, steps will be taken prior to the assignment to prepare them for the project. Also, a pre-test was given to see with what the students were comfortable regarding the assignment.

R2. Motive matching Although the students will all be following the same instructions, they are writing and recording their own text and opinions. They will also be finding their own pictures and will have many choices for the design of their Glogster. R3. Familiarity Students will have already discussed the novel along the way and have prepared answers for some of the assignments. Students will also be relaying their own perspectives and filling in using their own experiences.

CONFIDENCE C1. Learning requirements Students will be reminded of the ultimate goal of the assignment each day and will see the daily objectives posted. Students will also be given rubrics to ensure that they are completing the assignments correctly. C2. Success opportunities Students will then be able to search for photos, create text boxes on Glogster, and use a microphone to make a recording for Glogster. They will also hopefully take what they learned from the book about physical appearances and be able to identify the flaws in only looking at physical appearance when judging others. C3. Personal control Students will be given the objectives for each day and will frequently be reminded of the overall goal. Students will also have access to various rubrics and step by step instructions to ensure that they are following the guidelines.

SATISFACTION S1. Natural consequences Students will use their skills to share their opinions on prompts based on a novel that they read. The teacher is giving the students a chance for the students to think about how this story relates to their own lives through this assignment.

S2. Positive consequences Teacher will consistently assist students and commend them on their work. The teacher will also have the students share their work with each other. S3. Equity The teacher will give students feedback on the assignment and will have students share their work with each other.

Part 4. Instructor Guide Introduction Active Attention or Gain Attention Begin by showing students a completed Glogster assignment and asking them various questions about the material in Glogster, such as How do you perceive the people pictured in the photos on Glogster? Establish Purpose or Inform Learners of Purpose Tell students the final goal of the assignment. Arouse Interest and Motivation or Stimulate Learners Attention/Motivation Begin asking them questions about perceptions of physical appearance in our society. How does it affect them in school? At home? How does it affect their perceptions of themselves? If there is time, teacher will show videos/photos of models and discuss the societys views on the models/actors/etc. Preview the Learning Activity or Provide Overview Show the students the final product again and review each section of Glogster. Body (2 days) Recall relevant prior knowledge or Stimulate recall of prior knowledge

Have students pull up a previously completed assignment regarding one of the prompts created about the novel Uglies. This assignment will be for the text box on Glogster. Process information and examples or Present information and examples Have students sign up for Glogster and sign in. Demonstrate this on Smartboard. Have students create a new Glogster and choose a background. Demonstrate on Smartboard. Focus Attention or Gain & Direct Attention Direct students to click on the button to create a text box. Demonstrate on Smartboard. Direct students to Copy and Paste the written assignment into the textbox. Demonstrate on Smartboard. Have them save their work. Ask students to open up their previously saved recording from their U: Drive. Demonstrate on Smartboard. Have students click on the Sound button in Glogster and upload the file. Demonstrate. Direct the students to choose a sound button for Glogster. Demonstrate. Have them save their work. Ask students to open up the pictures found for the assignment from their U: Drive. Demonstrate. Have students click on the Picture button in Glogster and upload the pictures. Demonstrate. Have them save their work. Employ Learning Strategies or Guide or Prompt Use of Learning Strategies During the process, make sure to monitor the students and assist in any questions. Practice or Provide for and Guide Practice

Have students design their Glogster and rearrange the items on the page to their liking. Assist them in checking to make sure everything functions properly, such as sound. Evaluate Feedback or Provide Feedback Continue to monitor the students and respond to questions. Also, give them feedback on how they are doing and what you think of their project. Ask them questions that might help them to elaborate on some information in the written section of the Glogster. Conclusion Summarize and review or Provide summary and review Ask students questions to compare their thoughts of the importance of appearance before the novel and after the novel. Transfer learning or Enhance transfer Ask students how they can use the information they learned from the novel to help them in their own lives. Ask students to brainstorm ideas on when they might use Glogster again, or when they might have to record something again. Re-motivate and Close or Provide Remediation and Closure Have students share a section of their Glogster and explain it to each other.

Assess Learning or Conduct Assessment Evaluate Grade the assignment based on the checklist and rubrics.

Feedback and Seek Remediation or Provide Feedback and Remediation Provide feedback for the students and speak with them individually, oneon-one.

Part 5. Learner Content Part 5.a. Learning Materials See Appendix for materials. Appendix 2: This document is to be used to record their responses to questions posed by the expert teacher, specifically concerning the novel that they are reading. This material is necessary because the students need step-by-step procedure to be able to complete the task. I included a checklist for the students because some of the students require this per their IEP. Having this list will help them to remain organized during the recording. Appendix 3: This document is to be used to find pictures according to the specifications of the expert teacher and the novel. This material is necessary because the students need step-by-step procedure to be able to complete the task. I included a checklist for the students because some of the students require this per their IEP. Having this list will help them to remain organized as they search for images. Also, the students are more than likely unaware of searching for images that have a Creative Commons license, which is important to teach them. This page also includes the information. Appendix 4: This document is to be used to be together the Glogster. Although there are some open-ended parts of this assignment, putting together the Glogster is very specific. The students must include text, sound, and images. This page will walk them through, step-by-step. Again, there is a checklist for those students who need it to stay organized.

Part 5.b. Formative and/or Summative Assessment Materials Assessment: Recording (25 points) Check each box if the student completed the step (5 points each). ______ The student has a written version of the recording. ______ The sound file is named glogster1. ______ The sound file can be found in the U:Drive. Circle the number that best describes how well the student did in that category, assuming that 1 is the worst and 5 is the best (5 points each). Can the student be heard well? Is the students pronunciation good?

Does the student respond to the prompt well? Are they on-topic? 5 4 3 2 1

Assessment: Searching for Images (25 points)

Check each box if the student completed the step (5 points each). ______ The student has found at least 5 images. ______ The picture files are called glogpic1, glogpic2, etc. ______ The picture files can be found in the U:Drive. Circle the number that best describes how well the student did in that category, assuming that 1 is the worst and 5 is the best (5 points each). Do the pictures follow the guidelines of the prompt? 5 4 3 2 1

Are the pictures of good quality? 5 4 3 2 1

Assessment: Creating a Glogster (50 points) Check each box if the student completed the step (5 points each). ______ The student created a Glogster account. ______ The Glog has a background image. ______ The student created a textbox. ______ The student entered text into a textbox. ______ The student chose a sound icon. ______ The student uploaded the recording. ______ The student uploaded all 5 images. ______ All 5 images had frames.

______ The student successfully saved and published the Glog. ______ The student successfully emailed the link to the teacher.

Part 5.c. Technology Tool Justification Glogster: I chose to use this technology tool because of the many parts that are combined together to make one project. In the 21st Century, students should know how to complete certain tasks. This could include: copying and pasting text from a document; recording a file; searching for images that are legal to use and redistribute; and emailing a link. Many students are unfamiliar with these steps, and for this reason, Glogster seemed to fit perfectly into what students should be expected to do. Many of the students stated that they are more comfortable writing by hand instead of typing. I feel that this is a problem, considering the way society is heading. They should be able to complete these tasks and feel comfortable doing them. Flickr- Creative Commons: I chose to use this website because students are unaware of the Creative Commons license and are not familiar with copyright. They think that if an image is on Google Images or online, it is safe to redistribute. However, this is not the case. I want them to realize this and to also know where to go to search for legal images, safe for redistribution. Microphones and Sound Recorder: In future jobs, students will probably be required to record something and be able to upload it to a website. For example, they might have to create a podcast. One way to complete this is by using microphones and Sound Recorder. Computers: In future jobs, I have no doubt that students will be expected to be comfortable using a computer. I feel as though students really do not know as much about computers as they should because normally, they use them for social networking (Facebook, Twitter) and for watching videos. Using a computer to type, record, and search legal pictures will definitely be a change of pace for them.

Part 6. Formative Evaluation Plan. 6a. Expert Review: This project was created for high school students, grades 9-12 in a Reading Acceleration class. The teacher utilizing this project will be a reading teacher, Mrs. Williams-Slosky. A survey will be given the week of April 23rd to this one reading teacher. The teacher will have two days to complete the survey. From this survey, I will be able to make adjustments accordingly. The questions asked will include:
1. 2. 3. 4. 5.

Do you believe that the process of creating a Glogster will be beneficial to the students? Are the objectives developmentally appropriate for these students? Do you feel that any steps should be broken down further for the students? Will all of the students be able to access their email accounts? Is there any way that I can improve the project?

6b. One-to-One Evaluation: For the one-to-one evaluation, three students from the class will be interviewed. They will not be shown any of the instructional media at first. If they are unable to answer the questions correctly, then they will be shown the media. The goal is to make sure that the students have a basic understanding of the media so that they are able to proceed with the assignment. The questions that will be asked are:
1. 2. 3.

What is Glogster? What can you do on Glogster? Can you name some uses of Glogster?

Observational notes would be made regarding the following items: 1. Are the students intrigued by Glogster? 2. If a student is unable to answer the question prior to viewing the materials, are they able to do so afterwards? 6c. Small Group Evaluation For this evaluation, half of the class, or five students, will complete the tasks outlined in the instructor guide. The goal is to see if the students can follow the guide without a great deal of assistance. It is also to make sure that the instructions are understood, with no typos, spelling errors, etc.
1. 2. 3. 4. 5. 6.

Can the students identify the tools and software being utilized (microphone, computer, Glogster, Sound Recorder, Flickr: Creative Commons)? Will students be able to handle the equipment being used appropriately? Can students turn on the computers? Can students navigate to the websites? Can students log in to Glogster? Can students plug in the microphones?

7. 8.

Can students follow the instructions to record information? Can students download pictures and upload a picture?

6d. Field Trial Now that the goals and materials have been validated for use, the next step is to try the instruction with a larger group. This will mean that the whole class of ten students will try it out. This step is to ensure that the steps can easily be followed by all students and also ensure that the teacher can have good classroom management while still maintaining the lesson.
1. 2. 3. 4. 5. 6. 7.

Is the teacher able to follow through with the lesson goals using the materials provided? Are the materials used appropriately and correctly by the students? Is it necessary to have more or less materials? Are the students engaged? Do problems arise because of confusion at any moment during the instruction? Are the students able to complete the tasks for the lesson? If not, why? Does the teacher have to make any changes during the instruction? Why?

Part 7. Formative Evaluation Report. Part 7a. Evaluation Survey or Rubric

1. 2. 3. 4. 5.

Do you believe that the process of creating a Glogster will be beneficial to the students? Are the objectives developmentally appropriate for these students? Do you feel that any steps should be broken down further for the students? Will all of the students be able to access their email accounts? Is there any way that I can improve the project?

Part 7b. Report the results of the expert review. The SME feels that the Glogster will be a very beneficial task for her students to complete. Her reasoning is that she recognizes the capabilities of her students with regards to technology. Unfortunately, the students are very familiar and comfortable with texting and social networks, but not as familiar or comfortable with other technology tools, such as recording, typing, emailing, and searching for images. As she reviewed the objectives, she felt that all of the objectives would be developmentally appropriate for the students. She also felt that the breaking down of the steps in the handouts that were created for the students will be developmentally appropriate and easy to follow. One suggestion she did make with regards to the students handouts was to keep all of the instructions on one sheet of paper, front to back. The reason behind this is because the students might become confused and overwhelmed having too many sheets of

instructions. She also suggested making sure to have all of the student emails and passwords reset so that they would be able to access them quickly on the day that they will use them to email the project to her. Overall, however, she felt that the project was planned well and age appropriate for the students. Part 7c. Comments on Change. I actually did not make many changes to the assignment. I created three separate handouts for the students instead of having many more than that. I decided to make separate instructions for recording and searching for images because these assignments will be done prior to actually putting the Glogster together. The third sheet I created was a compilation of all instructions required for putting together a Glogster. The steps are all found on one page, and this way, the students can work at their own pace. Another change that I made was to add in a checklist for the students to help them remain organized during the assignment. The SME pointed out that some of the students would most definitely need to use the checklist, while others would not. By supplying them with this, I am giving all of the students the tools necessary to complete the assignment and to work at their own pace.

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) 2.1 Print Technologies ID Project X X X X X X ID Project; ID Case Analysis ID Project ID Project ID Project Selected Discussion Forums; ID Project

X ID Project X ID Project

X ID Project X Reading Quiz; ID Project

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 (all assignments)

X (all assignments) X ID Project

X ID Project X ID Project X

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. 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 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

Name____________________________________________

Appendix 1

Survey for use of Glogster and other computer applications 1. Do you have experience with working online? Yes No

2. Have you created any projects online for any of your other classes? Yes No

3. If you answered Yes for question 2, for which classes?

4. What computer programs (Powerpoint, Prezi, Glogster, Xtranormal, etc.) have you used to create assignments?

5. On a scale from 1 to 10, how comfortable are you with using the Internet? (1 is not comfortable at all and 10 is extremely comfortable) 1 2 3 4 5 6 7 8 9 10

6. Have you previously used Glogster? If so, for what class or purpose? Yes No Class:

7. Do you have an account with Glogster? Yes

No

8. Have you ever searched for pictures using Google Images? Yes No

9. Have you ever saved a picture onto a computer from Google Images? Yes No

10. Do you know how to open your U: Drive on the school computer? Yes No

11. Have you ever recorded anything using a microphone? If so, for what class or purpose? Yes No Class:

12. On a scale from 1 to 10, how comfortable are you with typing? (1 is not comfortable at all and 10 is extremely comfortable) 1 2 3 4 5 6 7 8 9 10

13. Which do you prefer: typing or writing by hand?

14. Do you know how to open your Burrell E-mail? Yes No

15. Have you ever sent an e-mail from your Burrell E-mail? Yes No

16. Do you know your Burrell E-mail password? Yes No

17. On a scale from 1 to 10, how comfortable are you with sending e-mails from your Burrell E-mail? (1 is not comfortable at all and 10 is extremely comfortable) 1 2 3 4 5 6 7 8 9 10

Thank you for taking the survey!

Appendix 2

The first step in creating a Glogster is recording a response to the question posed by the teacher. Follow the steps below in order to complete this task. As you complete each step, check off that number to the left. 1. Prepare what you want to say: write it down and practice it! 2. Plug your headset into the microphone and speaker jacks on the front of the computer tower: green plug in green hole; pink plug in pink hole. 3. Click Start and go to Program Files. 4. Find Accessories and click on it. Then find Sound Recorder. Click to open. ___________ 5. When you are ready, click Start Recording. Speak clearly and in your normal voice into the microphone. Read your response. 6. When finished, click Stop Recording. ___________ 7. Save this in your U: Drive: click My Computer, then open your U:Drive, which should be your first initial, last name. In the File Name box, type glogster1. Click Save. 8. Click StartMy ComputerU:Drive and find your sound file. Double-click it and listen to it. ___________ 9. If you are satisfied, you are finished! If not, go back to step 3 and repeat steps 3-7 until you are satisfied.

___________

___________

Appendix 3 The next step to create a Glogster is finding pictures to illustrate your responses. It is important to search for images that are not copyrighted or images that give us permission to re-use them. This is called Creative Commons. As long as we give credit, we can use the pictures. As you complete each step, check off that number to the left.
1___________

1. Open Internet Explorer. Go to http://www.flickr.com/creativecommons/. 2. Beneath Attribution License, click the See more link. 3. In the search box, type in the name of the person. Click Search. 4. Click on the picture you want to use. 5. Right click the picture when it loads. Left click Medium 500. 6. Right click the picture. Left click Save Image As 7. Go to My Computer, then open your U:Drive (file is your first initial, last name). 8. In the box next to File Name, type glogpic1 and click Save.

2___________

3___________

4___________ 5___________

6___________

7___________

8___________

9. Repeat steps 1-7. For each picture in step 8, increase the number (for
9___________

example, save picture 2 as glogpic2; save picture 3 as glogpic3 etc.)

Appendix 4

Since you have written your text, recorded your response, and found pictures to represent the topic, the next step to actually build your Glogster poster! Go to the following website: http://edu.glogster.com .
Signing up for Glogster (Everybody must complete this step!)
1___________

1.

Go to http://edu.glogster.com and at the top of the page, click Choose Your Account Level (green arrow). Scroll down about halfway down the page and click Register here.

2___________

2. Click the Student tab. Next to Teacher Code, type TTTTTU. Next to Nickname, type your first initial and last name. 3. Next to Password, type in a password you will remember. Re-type password next to Confirm Password. Fill in the remaining information on the page and click Sign Up. 4. Click Create a New Glog. At the top of page, next to Glog Name, give your Glog a name. Be creative, and make sure it deals with the assignment. 5. Click Wall on your Glog. Choose a background image.

3___________

4___________ 5___________

Enter in your text

1___________ 2___________ 3___________ 4___________ 5___________

1.

On your computer, locate and open your text file (My ComputerU:Drive).

2. On your Glog, click Text. Choose a text box from the many options and click it. 3. Click Use It. 4. Click the pink X box in the top right hand corner of the Text option box to close. 5. Go to your text file and copy the information (highlight the words with your mouse, go to Edit, and click Copy). 6. On your Glog, left click the Text box. Click Edit. 7. Highlight Poster Yourself, right click that text, and go to Edit and Paste at the top of the page. 8. When finished, click OK. 9. Repeat steps 2-8 for multiple text boxes.

6___________ 7___________ 8___________ 9___________

Uploading your Sound Recording

1___________ 2___________ 3___________

1.

On your Glog, click Sound. Click the Players tab.

2. Choose and click a player. Then, click the Audio tab. 3. Click Upload. On your computer, locate and open your sound recording (My ComputerU:Drive). Click Open. 4. Left click the name of the file. Then, click Use It. 5. To move the icon, left click the icon and drag it to another location.

4___________ 5___________

Uploading an Image
1___________ 2___________ 3___________ 4___________ 5___________ 6___________

1.

On your Glog, click Image. ComputerU:Drive). Click Open.

2. Click Upload. On your computer, locate and open your image (My 3. Click the Frames tab. Choose a frame, if youd like. 4. Left click the picture file. Then, click Use It. 5. To move the icon, left click the icon and drag it to another location. 6. Repeat steps 1-5 for multiple images.

Saving and Sending your Link.

1___________ 2___________ 3___________ 4___________ 5___________

1.

On your Glog, click Save or Publish.

2. On right side of Publish box, beneath Finished, click Finished button. 3. Click Save. 4. On the What Next? box, click the link. The link is now copied. 5. Minimize your windows and go to your Desktop. Click Google Apps and log in using your username and password. 6. Click the E-mail link. 7. Click Compose. 8. Type in the box next to To: kwilliams@wiu.k12.pa.us 9. Right click in email. Click Paste. Make sure link is entered. If not, go back to Step 4 and repeat. 10. Click Send.

6___________ 7___________ 8___________ 9___________

10__________