Instructional Design Project

Debbie Turner
Ed Tech 503 Fall - 2011

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Table of Contents
Synthesis/Reflection.........................................................2 Part 1. Topic 1a. Goal statement....................................................4 1b. Audience description...............................................4 1c. Rationale........................................................ 4 Part 2. Analysis Report 2a1: Needs assessment survey.......................................... 5 2a2: Needs assessment data............................................ 5 2b1: Learning context description........................................7-8 2b2: Transfer context description........................................8 2c: Description of Learners............................................. 9 2d: Task Analysis Flow Chart............................................10 Part 3. Planning 3a: List of instructional objectives........................................11 3b: Objectives matrix table.............................................12 3c: ARCS Table.......................................................13 Part 4. Instructor Guide .....................................................14-17 Part 5. Learner Content 5a: Learning materials................................................17-18 5b: Assessment materials.............................................18-19 5c: Technology tool rationale...........................................19 Part 6. Formative Evaluation Plan 6a: Expert review plan................................................19 6b: One-to-one review plan............................................20 6c: Small group evaluation plan.........................................20 6d: Field trial plan....................................................21 Part 7. Formative Evaluation Report 7a: Evaluation survey.................................................21-22 7b: Report of expert review............................................22 7c: Designers response to review.......................................23 Part 8. Standards Grid......................................................23-28 Part 9. Appendices.........................................................29-40 Part 10. Works Cited........................................................41

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Synthesis Reflection Paper

Instructional design is a lot like cooking. Some recipes are labor intensive and require an experienced chef to create. Some recipes are easy to prepare and do not require a lot of cooking experience. When you prepare a dish, you must have tools and ingredients. You also must have the step by step instructions to follow. The ultimate goal is to have an edible, tasty dish. This is the final evaluation. Cooking is a lot like instructional design. The designers have to consider that someone will be following a recipe for instruction. The instructor must have to correct tools to implement the training. The steps have to be in a logical sequence, or the instruction may be ineffective. This is the same with cooking. If the steps are not followed in the correct sequence, you might be left with an inedible dish. Instructional design is centered on the learned, is oriented on a central goal, includes meaningful performance, includes a measurable outcome, is self-correcting and empirical, and is a collaborative effort (Reiser & Dempsey, 2007). The process of designing instruction can be quite challenging. I began this class thinking that I would be creating lesson plans, or learning how to create more effective lesson plans. I have learned that instructional design is much more than that. I have learned that instructional design is actually a system. It includes development of instructional materials and activities. It entails improving instruction through the use of analysis. As I created my instructional design project, I was reminded of this as I created my evaluation plan. Each phase of the evaluation plan gave opportunity for reflection, and if needed, revisions. The instructional design process also focuses on the targeted audience. Learner styles are key in developing effective instructional design materials. It is essential, therefore, early in the planning process to give attention to the characteristics, abilities, and experiences of the learners - both as a group and as individuals (Kemp, Morrison &Ross, 1998). This became very evident as I began to create the needs assessment portion of my instructional design project. People are different. We all have different learning styles, prior experiences, and motivation for learning. At the present time, I am a second grade teacher. One thing that learning about the instructional design process has caused me to do in my own classroom, is to pay careful attention to the level of questions and tasks and the depth of knowledge required to perform tasks. Often times it is easier to measure achievement using declarative level (Blooms Taxonomy) assessment items. Multiple choice and true false questions are much easier to grade than higher level questions such as synthesis and application. I have learned that easier is not always better. I have always wanted to ensure that my students understand concepts. Declarative level questions are not always the best way to evaluate understanding. I have also realized that I need to consider the needs of the

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learners in my classroom. I have developed some kid friendly surveys to assess the needs of the students in my classroom. I feel that what I have learned about instructional design will greatly impact my future career plans. I enjoy teaching, and helping others achieve their educational goals. I intend to remain in education until I retire. I do plan on making a shift into adult education in the near future. I am also considering on line instruction. The skills that I have acquired will help me as I continue to plan and design instruction for my students.

Works Cited Kemp, J. E., Morrison, G. R., & Ross, S. M. (2001). Designing effective instruction (3rd ed.) Upper Saddle River, NJ: Prentice-Hall.

Reiser, R.A. & Dempsey, J.V. (2007). Trends and issues in instructional design (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

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Part 1: Topic 1a. Goal Statement:

The learning goal of this instructional design project is as follows: Following training using Pixie software, teachers will be able to create, and save, a basic page using Pixie software. This training will take approximately one hour. 1b. Description of learners: The learners will be a group of teachers with varying age and experience levels. The learners will all be classroom teachers from grades k-3. 1c. Rationale: I chose to create an instructional design project based on Pixie training because I feel that there is a need for the training at my school. The district installed Pixie software several years ago. However, no one has received formal training on how to use the software. The school media specialist uses the software with the younger students to create wonderful projects and to practice skills. The students enjoy using the software. I feel that if teachers were trained on how to use the software, they would be able to utilize it in the classroom. This program was too expensive for it to go un-used. This program could be used to meet many academic needs. It fosters creativity in students and can be used to address all academic areas. I feel that the strategy for instruction will be generative. Generative instructional strategies require more from the learner. This is not passive learning. The learner will be engaged. The learners will be required to produce a project. They will be actively involved in the learning process. The use of the generative instructional strategies is based on learners having a pretty high level of prior knowledge. The teachers in my school district are very technologically savvy. The generative instructional strategy allows the learner to build on their prior knowledge and gain new knowledge based on active processing of new information. The learners will be able to relate the new information to what they already know. This in turn will lead to higher motivation. The major instructional strategies that my learning objectives fall under are procedural objectives. The learners will demonstrate that they can create a product by following procedures, or rules. The learners will also be refining new ideas as they create their projects. These procedural objectives fall under the cognitive domain of learning, as they require knowledge recall and intellectual skills.

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Part 2. Analysis Report Part 2a.1 Learner Survey

I created a needs analysis survey using Kwiksurvey.com. The link to the survey was sent out to 20 teachers in grades K-3 at my school. The teachers were given 1 week to complete the survey. The survey was completed on line. The survey was primarily multiple choice and rating scale. Seventeen of the 20 teachers completed the survey. Some of the questions that the survey addresses are learners age, primary language, length of time in education, overall skill using technology, as well as interest in learning new technology. The survey also addresses motivational factors. (See appendix for survey questions) Link to survey: http://www.kwiksurveys.com?s=OJJKHK_c47de9f Part 2a.2 Description of the Need The survey indicates that of the 17 teachers that responded, 11 have been teaching for 6-10 years. Two teachers have been teaching for 1-3 years. Fours teachers have been teaching for 16-20 years. Eight teachers feel that their skill level in using educational technology is at an average level. Nine of the teachers feel that they are functioning at an above average level. Fifteen teachers agree that they feel comfortable integrating technology into the classroom, while 2 teachers strongly agree that they feel comfortable integrating technology into the classroom. Fifteen teachers agree that they enjoy using technology in the classroom, while two teachers strongly agree that they enjoy using technology in the classroom. All 17 teachers indicated that they found it very useful to learn about new educational technologies to use in the classroom. Fourteen teachers stated that they would find Pixie training useful while 3 teachers stated the training would be very useful. None of the teachers indicated that they currently use Pixie with their classroom All teachers indicated that they use teacher run computer stations and student run computer stations. Fifteen teachers indicated that they would be interested in learning to use the Pixie software.

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After viewing the results of the survey, it appears that the learners are very knowledgeable about computers and their use. They are all veteran teachers and feel comfortable using computers. They also indicated that they have access to computers within the classroom. They all indicated various software and hardware which they currently use within the classroom. They are all experienced teachers and welcome the use/training of new technology. It appears that their perception of their skill level is consistent. As far as motivation goes, all of the teachers were very motivated to receive the training when there was a monetary reward. Teachers were given several choices about how and when they would like to receive professional development. The graph below highlights the responses.

Professional Development

Held Once at regular pay Held Once at set stipend Held several sessions with stipend Held on a scheduled professional dev. Day

The graph demonstrates that the learners were very motivated by a monetary reward, even when given the opportunity to attend training during the day which would mean that they did not have to stay after school for the training.

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Part 2b.Description of the Learning Context To take a closer look at the learners there are several questions that may need to be asked. These questions might help determine any incompatibilities between the learners and the learning goals. Some of the questions that might be considered are: 1. What are the general characteristics of your target population?

One of the characteristics of the learners is that they are all women aged 30 - 60. They are all Caucasian and English speaking. None have physical limitations. Most have families and this makes it difficult for them to stay after school for staff development. 2. Do the learners already know something about the topic? The learners are familiar with the Pixie software. They have seen projects that were completed using Pixie, but they have never used Pixie. 3. Do they have a positive attitude towards the content and the instruction? They are all very open to integrating new technology into their classroom. They all indicated that they felt the training would be useful. 4. Are there any important group characteristics? It is important to remember that it is difficult for those with children to stay after school for extended periods. The project is designed for one hour of training. The group should know this beforehand so that they can make prior arrangements. 5. What type of administrative support can learners expect to receive when they use their new skills? The school employs a technology specialist who is available for support. The administration is very supportive in its role to help teachers with all aspects of technology. The media specialist can also offer ideas on ways to implement the learned technology. Part 2.b.1: The Learning Context

Number and Nature of Sites The training will take place in a professional development learning lab. This lab is located in the main hall of the school building. The lab has tables and seating for up to 30 people. It has 7 desktop computers as well as 2 laptop carts that contain 10 laptops in each cart. The room also has an interactive whiteboard that

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is connected to a desktop computer for teacher access. All computers have wireless access to the internet. All computers have the Pixie software installed. All computers are also connected to a wireless printer.

Compatibility of the Site With the Instructional Requirements The site is compatible with the instructional requirements. The computers have Pixie software installed. The laptops are always fully charged and ready for use. All teachers are issued laptops for use in their classroom. These are identical to the laptops in the computer lab. They are experienced in the use of the equipment.

Compatibility of the Site With the Learner Needs The site is compatible with the learner needs. Since the lab is located within the school building, learners will not have to travel off site. This will help with time constraints. There is also a restroom and a water fountain located across the hall from the lab.

Teacher/Instructor Characteristics and Student numbers The instructor should be trained in the use of Pixie software. The instructor should have proficient knowledge in the use of technology. The instructor should also have some technology trouble shooting skills. The instructor should be an educator and familiar with the delivery of instruction. The anticipated number of learners is 20. There are 20 k-3 teachers for whom this training is applicable.

Part 2b.2: Transfer Context Following training, the learners will be able to apply their new skills to use Pixie to build academic skills through projects that combine text, visual supports, original artwork, and voice narration. Following the training, the learners will be able to create projects that enable students
to practice skills in meaningful and authentic contexts, collaborate in real time with their peers, and create learning artifacts they can share with others. The learners will be able to apply their newly learned skills for use in building vocabulary, practicing grammar skills, demonstrating comprehension, and academic skill building. Learners will be able to use tools that allow students to work together in real time on one project. Learners will be able to use their new skill as a teaching tool within the classroom.

Part 2c: Description of the Learners

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All participants have a bachelors degree, or higher. They all appear to have a very good attitude towards learning. Most have numerous responsibilities and commitments to family, friends, community and work. As indicated on the learner analysis survey, most participants are skilled in computer/technology use. All participants are between the ages of 30 and 60. The participants do not appear have any physical impairments. The participants bring with them a variety of previous experiences. Some participants have been teaching longer than others. All participants have received staff development/training on technology use. All participants have been certified in basic technology use by the state of Georgia. All participants currently hold Georgia teaching certificates. The participants will be teachers/educators from grades K-3. Fifteen teachers agree that they feel comfortable integrating technology into the classroom, while 2 teachers strongly agree that they feel comfortable integrating technology into the classroom. The graph below represents this data.

Computer Usage

strongly agree agree neutral disagree

The teachers appear to value learning. They indicated that they feel that learning new technology is very useful. The participants had very positive attitudes towards learning new technology. As the graph below demonstrates, they were all willing to attend training on the Pixie software. They were more motivated when there was a monetary reward.

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Attitudes and Motivation

Held Once at regular pay Held Once at set stipend Held several sessions with stipend Held on a scheduled professional dev. Day

Part 2d. Learning Task Analysis Task analysis for instructional design is a process of analyzing and articulating the kind of learning that you expect the learners to know how to perform (Jonassen, Tessmer, & Hannum, 1999, p.3). The following analysis map sequences the behaviors involved in the performance of the tasks involved in the training for the use of the Pixie software. The task analysis outlines the overall tasks the learners should accomplish.

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Part 3: Planning Part 3a. Learning Objectives The learning objectives for this project are as follows: 1. Given the Pixie software, the learner will be able to locate the Pixie icon and access the software on their computer. 2. Given the Pixie software, the learner will be able to locate the file menu on the Pixie toolbar. 3. Given the Pixie software, the learner will be able to access the file menu. 3.1 The learner will save and name a file as a template. 4. Given the Pixie software, the learner will be able to locate the project icon on the Pixie toolbar and retrieve their named file. 5. Given a Pixie page, the learner will be able to locate the shape tool and identify 5 shape names. 5.1 The learner will insert a shape onto the page. 6. Given a Pixie page, the learner will be able to locate the sticker tool and identify 5 sticker names. 6.1 The learner will insert a sticker onto their page. 7. Given a Pixie page, the learner will be able to locate the text tool and add a text object onto the page. 7.1 The learner will construct a line of dialog to insert into the text box. 8. Given a Pixie page, the learner will be able to locate the paint brush tool and insert a paint object to the page. 9. Given the Pixie software, the learner will create a new page to add to the named project. 9.1 The learner will insert a shape, a sticker, and a text object onto their new page. 10. Given the Pixie software, the learner will be able to save and print a project that they have created within the Pixie software.

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Part 3b Matrix of Objective, Blooms Taxonomy and Assessments

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Learning Objectives 1.0

Blooms Taxonomy Classification Application

Format of Assessment Performance

Description of test form Learner selfassessment scale Learner selfassessment scale Written/Short answer Learner selfassessment scale Written/Short answer
Short Answer

Sample items

Locate and access the Pixie software on your computer Locate and access the file menu on the Pixie toolbar Write the name and file extension of the file that you created
Use your file extension and file name to locate your saved Pixie template Write the name of 5 shapes available on the shapes menu Write the names of 5 stickers available on sticker menu Locate the textbox and construct a textbox sentence that tells about the sticker that you inserted on your page Locate the paint brush and insert a paint object onto your page

2.0

Application

Performance

3.0

Knowledge

Paper and Pencil

Performance

4.0

Application

5.0 6.0 7.0

Knowledge Knowledge Application

Paper and Pencil Paper and Pencil Performance

Learner selfassessment scale Learner selfassessment scale Learner selfassessment scale Learner selfassessment scale

8.0

Application

Performance

9.0

Application

Performance

10.0

Knowledge

Performance

Add a new page to your project which includes a textbox, a sticker, and a paint object. Print your created project and turn in with your selfassessment

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Part 3C: ARCS Table

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ARCS Motivational Strategies Plan

ATTENTION A.1 Perceptual Arousal Learner interest will be gained by showing a short introduction video about Pixie . The instructor will also gain interest by explaining that the information, and training, that they will receive today will help them create dynamic tools for learning within the classroom. A2. Inquiry Arousal The instructor will show an example of a Pixie lesson at the beginning of instruction. The instructor will demonstrate how to create a basic Pixie page. There will be a question and answer period during this demonstration. Questions about the development of a Pixie page, and the process, will be answered during this time. A3. Variability There will be various modes of instruction during the training. Learners will be viewing videos, viewing examples through the use of a Smartboard, and using laptop computers to construct their Pixie pages. The learners will also have the opportunity to collaborate with other learners as they construct their own Pixie page. RELEVANCE R1. Goal orientation At the beginning of the instruction, the instructor will go over the learning objectives for the training. The instructor will explain how the training that they will receive can be applied to future use in the classroom. R2. Motive matching The learners will be able to make choices regarding what content they would like place on their Pixie pages. They will be able to make their projects unique by placing objects, and text onto their pages. This should give students some motivation to be creative with their projects. R3. Familiarity The learners already have prior knowledge with using technology. The instructor will relate how the skills that they have previously learned in regards to technology use will be used throughout the training. The Pixie tool bar is much like a Microsoft Word tool bar. The Microsoft program is installed on all teacher computers and is used each day. CONFIDENCE C1. Learning requirements The instructor will distribute a self-assessment that outlines the learning objectives for the training. The self-assessment will also serve as a rubric for the training. The instructor will model what the final project will look like.

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C2. Success opportunities The learners will be creating a Pixie page during the training. The instructor will be available for guidance, and troubleshooting during the completion of the project. The learners will have ample time to make corrections to successfully complete their projects. C3. Personal control The learners will be given a self-assessment to complete as they are going through the steps to complete the project. The instructor will be able to give feedback in the form of comments as the project is completed. The learners will also be printing out their projects following the training for instructor feedback. SATISFACTION S1. Natural consequences The learners will have created a finished Pixie page. They will have gained knowledge that will allow them to create tools that can be used to enhance learning within their own classrooms. S2. Positive consequences The learners will take their self-assessments with them upon completion of the training. They will be able to use this as a guide for completing other Pixie projects. S3. Equity All learners will be evaluated using the same self-assessment. The learners will be given feedback and assistance during the completion of the project.

Part 4: Instructor Guide:

Instructor Guide Introduction Gain Attention: To gain attention, the instructor will begin by welcoming the learners and telling the learners the nature of the instruction in which they will participate. The instructor will then show a short introductory video about Pixie http://tinyurl.com/6uufr7d . Purpose: The instructor will explain the objectives of the project that the learners will be creating. A self-assessment will be distributed to each participant. The instructor will review each task outlined on the selfassessment. Arouse Interest and Motivation: The instructor will have the learners divide into groups to discuss why learning about this technology will be beneficial. The learners should also discuss how this technology could

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impact their teaching within the classroom. This should take no longer than 10 minutes. Following the group discussions, the learners should share their thoughts on learning Pixie and how it could be beneficial.

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Provide Overview: The instructor will relay to the learners what they will be learning during the training that day. The instructor should tell the learners what the learning goal will be. The instructor will tell the learners what Pixie is and what will be expected of them during the training.

Body Recall Relevant Prior Knowledge: The instructor will remind that learners that they use Microsoft Word every day. The instructor should let the learners know that the tools, and functions, are much like that of Microsoft Word. If they are knowledgeable in the use of Microsoft Word, using Pixie should be quite familiar to them. Process Information and Examples: The instructor will discuss and show examples of the Pixie tool bar on the Smartboard http://www.tech4learning.com/pixie. The instructor should also show several examples from http://recipes.tech4learning.com. The instructor will show a short video http://tinyurl.com/8xdhny2 about how Pixie can be used. The video also demonstrates the use of Pixie tools. Focus Attention: The instructor will have the learners turn on their own computers, log in, and will demonstrate how to navigate to the Pixie software on their personal computers. This will enable the students to see a visual of the Pixie navigation page. Employ Learning Strategies: The instructor will have the Pixie page displayed on the Smartboard. The instructor will demonstrate the use of the tools on Pixie http://tinyurl.com/7e5g589 . The learners will now follow the objectives/learning tasks on the self-assessment. The students will follow the steps on the self-assessment to learn through the process of guided participation. (See appendix for self-assessment) Practice: At this point in the lesson, the learners will have the opportunity to interact with the Pixie page. They will be required to manipulate the tools within Pixie to create a project. They will follow the required steps

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within the self-assessment to complete their project. The instructor should serve as a tool for trouble shooting and problem solving as needed. Evaluate Feedback: During this point in the lesson, the instructor should circulate among the participants and view the progress on each project. The instructor should give informative feedback on each project. The instructor should provide constructive feedback to assist the learners in the completion of their projects. The instructor should also be assisting with trouble shooting and giving hints for strategies to use in completing the final project. The instructor should evaluate each self-assessment to ensure that learners are completing each task.

Conclusion Summarize and Review: The instructor will review the objectives and learning goal for this training session. The instructor should give ample time to answer any questions that the learners may have. The learners will be reminded of how to navigate to the Pixie software for future use. The instructor should remind the learners that they will take their selfassessments when they leave to serve as a summary of what they have learned. Transfer Learning: The instructor will use the Smartboard to show examples of how Pixie can be incorporated into the classroom. The instructor will go to http://www.tech4learning.com/pixie/resources to show samples of lessons that can be incorporated into educational instruction. The learners will go to the Tech for Learning website and explore some of the lessons that were demonstrated for ideas on incorporating Pixie into their everyday instruction. The learners should be given five or ten minutes for exploration. Re-motivate and Close: The instructor will tell the learners that they should be completing the printing of their final projects, completing their self-assessments, and gathering their materials. Assess Learning: The instructor will tell the students to place their names on their printed projects. The learners will leave their final printed projects as an assessment of learning. The learners will take their selfassessments with them when they leave to use as notes for future Pixie page creation.

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Feedback and Remediation: The feedback during this training will be ongoing. The instructor will be circulating and given feedback while the learners are completing the self-assessment. The learners will be given the link to the Tech for Learning website which offers tutorials for additional training. They will also be given the email address for the media specialist for additional assistance, if needed. Part 5: Learner Content Part 5a: Learning Materials The students will receive a self-assessment which will serve a guide for completing the tasks. The self-assessment will help the learners properly pace themselves while creating their Pixie page. They will also use the assessment to assess their progress as they follow the steps to create their project. The learners will be using the Pixie software, which will be located on each computer for their projects. They will have access to the tools within the Pixie software program. The instructor will also be using Pixie tutorial videos to guide the instruction. There will also be visual representations of the Pixie tool bar on the Smartboard during instruction for guidance. The instructor will utilize the Tech4learning web site to show examples of Pixie projects. Part 5b: Formative and/or Summative Assessment Materials: Following the instruction, the learners should be given the Learner Self-Assessment and performance task instruction sheet. The learners are to use this form to complete the performance tasks. The tasks will be given a rating of either complete, or incomplete. This will help the learners stay on track as they complete the tasks in this project. All learners should be completing the tasks. Any questions, or difficulties, should be addressed by the instructor as the students complete the tasks. When the learners have completed all tasks, they should print their final projects and give the self-assessment and a copy of their final project to the instructor for feedback. The learners will take their self-assessments and a copy of their project with them at the conclusion of training to use as a guide for creating future projects using Pixie.

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Learner Self-Assessment and Performance Tasks Name: _____________________________________________ Title: ______________________________________________

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Learning Objective for instruction: Following training using Pixie software, teachers will be able to create, and save, a basic page using Pixie software. Directions: Creating this project is a step by step process. You will read the instructions for each task and perform each task. After performing each task, check either successfully completed or incomplete. Some of the performance tasks require a written response. Write your response in the indicated space. Then, check whether or not the task has been completed. Performance Task:
Locate and access the Pixie software icon on your computer. Locate the file menu on the Pixie tool bar. Access the file menu. Name and save the file as a template. Write the file name here: Locate the project icon on the Pixie tool bar. Retrieve the file that you previously named. Open the file. Locate the shape tool. Write the names of 5 shapes located within the shape tool: (Write responses here)

Successfully Completed

Incomplete

After you have written the names of the shapes, click on a shape of your choice to insert onto your project page. Locate the sticker tool. Write the names of 5 stickers within the sticker tool: (Write responses here)

After you have written the names of the stickers, click on a sticker of your choice to insert onto your project. Locate the text tool on the Pixie tool bar. Insert a text object onto your project page. When the text box appears on your project page, construct a line of dialog to insert into the text box. Locate the paint brush tool on the Pixie toolbar.

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Click on the paint brush tool and insert a paint object onto your project page. Locate create a new page on the Pixie tool bar. Click on create a new page. Follow the steps above and insert a shape, a sticker, and a text object onto your new page. Locate the save icon on the Pixie tool bar. Save your project. Locate the print icon on the Pixie tool bar. Print 2 copies of your project. Return the self-assessment and one copy of your project to the instructor for feedback.

Part 5c: Technology Tool Justification: The tools that will be used during instruction are a Smartboard, a printer, laptop computers, and the internet. Pixie is a computer based software. The learners must have access to computers to access the Pixie software. Our school has a number of laptop computers, so they will be utilized. The instruction could just as easily take place with desktop computers. The learners must also be able to print their final projects. Therefore, a printer is necessary. The Smartboard will be used to provide visual representations of Pixie tools, to show video tutorials, and to show examples of Pixie projects. The internet will be used to access the Tech4learning website. This web site is a wonderful resource for teaching learners to use Pixie. It includes tutorials and examples of lesson that can be created using Pixie.

Part 6: Formative Evaluation Plan: 6a: Expert Review Plan: For my instructional design project, I am going to use our School Media Specialist, Kris Cable, as my subject matter expert. She has received extensive training using the Pixie software and currently uses it with younger students. She also knows the teachers/learners and is familiar with their backgrounds. I am going to give her the project by November 29, 2011. I will give her 2 -3 days to review and critique my project. I will be close to completing the project, but will still have time to make changes based on her feedback. Some of the questions that I hope to answer are: Are the learning objectives clearly stated? Does the content matter address, and cover, the learning objectives? Are the tasks too difficult, or too easy? Are the materials, and

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examples appropriate? Are there any vague or ambiguous terms? Is the structure of the tasks in a logical order? Is the posttest (self-assessment) appropriate to measure achieved knowledge? Questions will be given to the SME in the form of a rating scale. I will also ask her for verbal feedback concerning possible revisions. (See appendix for SME rating scale)

6b: One to One Evaluation Plan: In one to one evaluations, the designer should query students one at a time to help determine any instructional problems during the draft phase of the design process. During this phase, I plan to have a colleague that will not be present for the actual training to review the projects subject content, the accuracy of materials, and the quality of the instructional delivery. My colleague is a teacher at my school. She has background similar to the anticipated learners. I would begin by previewing my instructional goal with my colleague. I will ask for verbal feedback as my colleague reviews the project. Some of the questions that I hope to answer are: Is the content accurate? Is the content logical and well organized? Are the learning objectives clearly defined? Does the content help to achieve the objectives? Are examples meaningful and helpful? Are questions presented clearly? Is the sequence of information logical? Are directions clear and easy to follow? Is there any unnecessary information included in the lessons? Are there sufficient numbers of examples and practice items included in the lessons?

Data collection will be in the form of rating scale, verbal responses, and observation. (See appendix for one to one rating scale) 6c: Small Group Evaluation Plan: Following revisions based on one to one data, a small group evaluation should be given to ascertain how well the instruction will work with more learners. During the phase the designer should ascertain how well the instruction can be implemented without the designers assistance. For my small group intervention, I will again utilize 8 to 10 of my colleagues that will not be a part of the actual training. These teachers have not received training on Pixie. They are familiar with it. They have similar backgrounds as the anticipated learners. I will ask one of the teachers to serve as the instructor. I will serve as an observer during the instruction and note any inconsistencies, or problems. Some of the questions that I am hoping to answer during this phase are: How much background knowledge do the learners have on the topic? Were the learners able to perform the tasks without much assistance? Are the instructions

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sequenced logically? Are the materials easy to use? Were there any unclear items, or directions? Were the learners engaged in the instruction? Is the posttest adequate? Data collection will be in the form of a rating scale, and written responses. (See appendix for small group rating scale)

6d: Field Trial Plan: At this point, revisions made during previous phases of formative evaluation have been corrected. Revisions may still have to occur, but the instruction should be at its most refined point. A field trial should be conducted to determine if the instruction achieves the intended outcome. The field trial is intended to be a close simulation of the actual learning environment using the instructional materials. For my field trial, I will again utilize a group of approximately 30 teachers at my school. These teachers have similar backgrounds of the anticipated participants. The field trial will be conducted in the professional learning lab, which is where the actual training will take place. I will ask the AP at our school to conduct the training after school. Some of the questions that I am hoping to answer during this phase are: Did the teachers and learners use the instruction as it was designed? If any changes were made in the instruction, what were the changes? Was the allotted time given for instruction adequate? Was the instructors guide easy to use? Did the learners have the background knowledge to complete the tasks? How did the learners feel about the instruction? Were the learners engaged in the instruction? Were the teaching materials and examples useful? Data collection will be in the form of a rating scale. I will also ask the instructor to make comments, or notes, during the instruction. (See appendix for field trial rating scale)

Part 7: Formative Evaluation Plan: Part 7a: Expert Review Evaluation Survey Expert Review Survey Name: _____________________________ Title: ______________________________ Directions: Please complete the following survey about the Pixie Instructional Design Project. Please make notes as needed regarding any recommended revisions.

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Questions: Completely Agree Disagree Neither Agree nor Disagree Agree

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Completely Agree

The learning objectives are clearly stated. The content matter covers the learning objectives. The materials are too easy. The materials are too difficult. The materials and examples are appropriate. The structure of tasks is in a logical order. The posttest is appropriate to measure achieved knowledge. The terms are not vague or ambiguous.

Please note any recommendations for changes: ______________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Part 7b: Report of Expert Review: My SME, Kris Cable, reviewed my project and returned it to me in the allotted time. She thought this design project would be very beneficial for the teachers that had not received training using Pixie. She thought that my instructions followed a logical sequence. She also thought that the materials and examples were appropriate. She did not feel that the materials were too difficult, or too easy. She noted that it was very easy

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to read. The only suggestion that she made was to show examples of Pixie lessons that were already created by using the website Recipes4Success.com. She stated that she often uses this website when planning lessons for her classes. She stated that she thought having lessons that were already put together might motivate teachers to incorporate Pixie into their lessons.

Part 7c: Designers Response to Review: Mrs. Cable is a valuable resource. She is very familiar with the Pixie software. I feel much more confident knowing that she felt my design project was very thorough. Following her review, I went to the Recipes4Success website. I explored the website to make sure that it would fit into my design project. I think that this would be an excellent resource to introduce to the learners. I made revisions in my instructors guide to include the introduction of this website. The learners will view several sample lessons from this page. Part 8: AECT 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 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies 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

X X X

ID Project Reading Quiz; ID Projects (all assignments)

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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

(all assignments) ID Project

X X X

ID Project ID Project

COURSE GOALS & OBJECTIVES

The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design

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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.

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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

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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.

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1.1.5 Evaluating

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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.

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2.1 Print Technologies

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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

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Part 9: Appendixes Appendix A: *Needs Assessment Survey Part 2 Analysis Report

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Appendix B: Part 3 and 4 Learner Self-Assessment: Learner Self-Assessment and Performance Tasks Name: _____________________________________________ Title: ______________________________________________

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Learning Objective for instruction: Following training using Pixie software, teachers will be able to create, and save, a basic page using Pixie software. Directions: Creating this project is a step by step process. You will read the instructions for each task and perform each task. After performing each task, check either successfully completed or incomplete. Some of the performance tasks require a written response. Write your response in the indicated space. Then, check whether or not the task has been completed. Performance Task:
Locate and access the Pixie software icon on your computer. Locate the file menu on the Pixie tool bar. Access the file menu. Name and save the file as a template. Write the file name here: Locate the project icon on the Pixie tool bar. Retrieve the file that you previously named. Open the file. Locate the shape tool. Write the names of 5 shapes located within the shape tool: (Write responses here)

Successfully Completed

Incomplete

After you have written the names of the shapes, click on a shape of your choice to insert onto your project page. Locate the sticker tool. Write the names of 5 stickers within the sticker tool: (Write responses here)

After you have written the names of the stickers, click on a sticker of your choice to insert onto your project. Locate the text tool on the Pixie tool bar. Insert a text object onto your project page. When the text box appears on your project page,

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construct a line of dialog to insert into the text box.

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Locate the paint brush tool on the Pixie toolbar. Click on the paint brush tool and insert a paint object onto your project page. Locate create a new page on the Pixie tool bar. Click on create a new page. Follow the steps above and insert a shape, a sticker, and a text object onto your new page. Locate the save icon on the Pixie tool bar. Save your project. Locate the print icon on the Pixie tool bar. Print 2 copies of your project. Return the self-assessment and one copy of your project to the instructor for feedback.

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Appendix C: Part 6a: Expert Review Rating Scale Expert Review Survey Name: _____________________________ Title: ______________________________ Directions: Please complete the following survey about the Pixie Instructional Design Project. Please make notes as needed regarding any recommended revisions. Questions: Completely Agree Disagree Neither Agree nor Disagree Agree Completely Agree

The learning objectives are clearly stated. The content matter covers the learning objectives. The materials are too easy. The materials are too difficult. The materials and examples are appropriate. The structure of tasks is in a logical order. The posttest is appropriate to measure achieved knowledge. The terms are not vague or ambiguous.

Please note any recommendations for changes: ______________________________________________________________________

_____________________________________________________________________________________

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Appendix D: Part 6b: Rating scale for One to One review plan

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One to One Evaluation Rating Scale Name: _____________________________ Title: ______________________________ Directions: Please complete the following survey about the Pixie Instructional Design Project. Please make notes as needed regarding any recommended revisions. Questions: Completely Agree Disagree Neither Agree nor Disagree Agree Completely Agree

The content is accurate. The content is logical and organized. The content is useful in achieving learning objectives. The examples are meaningful and helpful. Questions are clearly presented. The sequence of information is logical. Directions are clear and easy to follow. There are a significant number of practice items.

Please note any recommendations for changes: ______________________________________________________________________

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Appendix E: Part 6c - Small group evaluation rating scale Small Group Evaluation Rating Scale Name: _____________________________ Title: ______________________________

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Directions: Please complete the following survey about the Pixie Instructional Design Project. Please make notes as needed regarding any recommended revisions. Questions: Completely Agree Disagree Neither Agree nor Disagree Agree Completely Agree

Learners have background knowledge on the topic. Learners could perform tasks without assistance. Instructions are logically sequenced. The materials are easy to use. There were no unclear items or directions. Learners were engaged in instruction. The posttest is appropriate to measure achieved knowledge.

Please note any recommendations for changes: ______________________________________________________________________

_____________________________________________________________________________________

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Appendix F: Part 6d - Field Trial Plan Evaluation Rating Scale:

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Field Trial Plan Rating Scale Name: _____________________________ Title: ______________________________ Directions: Please complete the following survey about the Pixie Instructional Design Project. Please make notes as needed regarding any recommended revisions. Questions: Completely Agree Disagree Neither Agree nor Disagree Agree Completely Agree

Teachers and learners used the instruction as designed. No changes were made in the instruction. Allotted time given for instruction was adequate. The learners were engaged in the instruction. Learners had adequate background knowledge to complete the tasks. The teaching materials were useful, and helpful. The posttest is appropriate to measure achieved knowledge.

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Please note any recommendations for changes: ______________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

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Part 10: Works Cited Jonassen, D. H., Tessmer, M., & Hannum, W. H. (1999). Task analysis methods for instructional design. Mahwah, NJ: Lawrence Erlbaum. Smith, P. L., & Ragan, T. J. (2005). Instructional Design 3rd Edition. Hoboken: John Wiley and Sons, Inc. Tech4Learning.com. November 10, 2011. http://www.tech4learning.com/