Clayton Mitchell's Final ID Project

8/13/2019 Clayton Mitchell's Final ID Project

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Student portfolios using the OS X blog platform

Clayton Mitchell

EdTech 503 (Fall 2011)

Instructional Design Project #2

December 2011


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Synthesis/Reflection Paper!!!!!!!!!!!!!!!!!!!!!!!!!!!!.!!!!3

Part 1. Topic !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!....!!!4

Part 1a. Stated learning goal !!!!!!!!!!!!!!!!!!!!!!!!!!!!. 4

Part 1b. Description of the audience !!!!!!!!!!!!!!!!!!!!!!!.!.. 4

Part 1c. Rationale!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!.!........ 4

Part 2. Analysis Report!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!..!4

Part 2a. Description of the Need Part!!!!!!!!!!!!!!!!!!!!!!!..!4

2a.1 Needs Analysis Survey !!!!!!!!!!!!!!!!!!!!!!!!!!!..!4

Part 2a.2 Needs Analysis Data Report!!!!!!!!!!!!!!!!!!!!!!!!5

Part 2b. Description of the Learning Context !!!...!!!!!!!!!!!!!!!!!6

Part 2b.1: Learning context !!!!!!!!!!!...!!!!!!!!!!!!!!!!!6

Part 2b.2: Transfer context !!!!!!!!!!!....!!!!!!!!!!!!!!!!!6

Part 2c. Description of the Learners !!!!!!!...!!!!!!!!!!!!!!!!!6

Part 3. Planning !!!...!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!..!!!7

Part 3a. Learning Objectives (list) !!!...!!!!!!!!!!!!!!!!!!!!!!7

Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan.!!!!!!.!8

Part 3c. ARCS Table!!!...!!!!!!!!!!!!!!!!!!!!!!!!!!.!!9

Part 4. Instructor Guide!!!...!!!!!!!!!!!!!!!!!!!!!!!!!!..!!!10

Part 5. Learner Content !!!...!!!!!!!!!!!!!!!!!!!!!!!!!!..!!!12

Part 5a. Learning materials !!!!!!!!!!!!!!!!!!!!!!!!!..!!!12

Part 5b. Formative and/or Summative Assessment materials!!!!!!!

...!!!!!

13Part 5c. Technology Tool Justification!!!!!!!!!!!!!!!!!!!!!!.!16

Part 6. Formative Evaluation Plan!!!!!!!!!!!!!!!..!!!!!!!!!!!!.!16

Part 6a. Expert Review!!!!!!!!!!!!.!!!!!!!!!!!!!!!!!.!16

Part 6b. One-to-One Evaluation !!!!!!.!!!!!!!!!!!!!!!!!!!.!16

Part 6c. Small Group Evaluation!!!!!!!!!!!...!!!!!!!!!!!!!.!16

Part 6d. Field trial !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!..!.!17

Part 7. Formative Evaluation Report!!!!!!!!!!!!!!!!!!!!!!!.!!!.!17

Part 7a. Evaluation Survey or Rubric!!!!.!!!!!!!!!!!!!!!.!!!.!17

Part 7b. Report the results of the expert review!!!.!!!!!!!!!!!.!!!.!17

Part 7c. Comments on Change!!!!.!!!!!!!!!!!!!!!!!!!!!.!18

Part 8. AECT Standards Grid !!!!.!!!!!!!!!!!!!!!!!!!!!!.!!!.!18

Appendices!!!!.!!!!!!!!!!!!!!!!!!!!!!!!...!!!!!.!!!.!24


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Part 1. TopicPart 1a. Stated learning goal

At the end of one 60 minute instructional session, college age students will be able to create a blog andposts within the blog, on the OS X blog platform. This blog will serve as the students language learningportfolio.

Part 1b. Description of the audienceThe learners are college age undergraduates studying a second language for credit.

Part 1c. Rationale

I chose the topic of blog creation because it was a finite learning objective. At the institution where Iwork students are required to create portfolios, but formal instruction for this process had not been created. I

took this opportunity to make the act of actually creating the blogs the students will use as theirportfolios andapplying an instructional design process to provide the best experience possible for the students. The strategyused for this project is primarily supplantive. Although the use for the portfolio will be generative for the

students, the creation process is supplantive. The students must know how to create the portfolio and use the

system so that the generative materials may be created. The primary instructional strategy that this project fallsunder is that of Learning Procedures. While most of the tasks the students will need to learn for this project are

single tasks that have no deviation, there are aspects where the students must make choices to complete atask. The students must learn how to generate posts within their portfolio using a variety of artifacts that

demonstrate second or third language acquisition. They must also be able to write expositively about theartifacts that they have chosen to include in their portfolios. The students must master the act of creation of the

posts to complete the portfolio successfully. In the process of learning procedures, learners must be able to

recall steps to complete a task depending on variables. This is true with post creation within a studentsportfolio. Depending on the type of artifact, different tools will need to be used.

Part 2. Analysis Report

Part 2a. Description of the Need Part

The survey created for this project was intended to answer two primary questions. The first was todetermine the users comfort level with technology. This question speaks to learners attitudes and whether or

not attitudes and motivators need to be directly addressed during the instruction process. The second question

addressed what level of prior knowledge of online content creation the learners have. A sub-goal of the survey

was to determine if students with prior knowledge of online content creation are they able to transfer that

knowledge to an educational context. The survey consisted of 13 questions to determine the learners

experiences with online material creation. The questions were as follows:

2a.1 Needs Analysis Survey

1. Please describe what comes to mind when you think of technology in an educational context.

2. Thinking about your access to technology, please choose the description that most closely reflects your

experience.

a. I have been using technology for as long as I can remember.

b. I have had access to technology since high school

c. I have only be using technology for the last few years

d. I have not had access to technology until starting college

e. I have not been using technology until this class

3. For the portfolio you will be required to be using technology that assumes a baseline knowledge of web

authoring. Please rate your comfort level with using this technology.4. Have you ever created content online before?


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5. Do you use any of these social networking tools regularly?

6. If you chose other, what sites do you use?7. Have you ever used a blog before?8. Do you know how to use tags to organize posts?

9. Do you know how to upload pictures, audio, and/or video to online sites?

10. Have you ever used an online portfolio before?11. Do you know how to comment on blogs?

12. If yes, Do you know how to reply to comments of your comment13. For the portfolios we will be using the blog platform on the OS X server. Have you ever used thisplatform before?

Part 2a.2 Needs Analysis Data Report

The first main goal was to determine how long the learners have been using technology and what their comfort

level is with technology. As you can see from this table, most of the 18 respondents identified that they have

been using technology for a significant time. Only two identified having access to technology only since high

school. This would put this group of learners as experienced with technology. The cross tabulation looks at the

learners comfort level. Again, most learners identified that they are comfortable to very comfortable with using

technology. Only three learners identified themselves as being somewhat uncomfortable with using

technology. Oddly those three learners also identified as using technology for a long time, so access totechnology is not a determinative factor to comfort

level.

This table clearly shows that nearly all of the learners are comfortable with uploading rich media to online

social media sites. All of the respondents said that they use Facebook regularly and nearly half identified

themselves as Twitter users. This says that not only have these learners had access to technology for a

significant time but that they are comfortable with online tools.


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This table speaks to the ability of the learners to think about transferring the knowledge they already possesand applying it either to a new context and/or an educational context. Surprisingly, two thirds of therespondents said that they had never created online content before. Yet all of those same respondents

identified themselves as regular Facebook users. This points to a low level of knowledge transference and

highlights this as something that can be leveraged during the instruction.

The survey also asked directly if users had ever used a blog previously. Only six of the eighteen replied in the

affirmative, which means the majority of the learners will need detailed instruction on the principles of bloggingas well as the specifics of the platform to be used.

Part 2b. Description of the Learning Context

Part 2b.1: Learning context

The instruction will take place in a computer lab setting where every student will have access to an

individual networked computer. The material covered will be projected on a wall-mounted screen from an

instructor computer to demonstrate the tasks to be learned. There will be approximately 20 students in the

learning session. The course instructor will be there to answer language specific and content questions the

students may have. After each section of instruction, the learners will replicate the material covered and any

errors will be rectified. The students should be able to pick up the concepts fairly quickly as most are familiar

with online content creation, as evidenced by the responses to the question about the use of social networking

One of the challenges for the instruction is to find the balance between presenting the information quicklyenough for the more comfortable students to not feel talked down to or patronized and not going so quickly that

the less comfortable students do not become lost. The motivations for all students are to be able to complete

the portfolio as a requirement in their language instruction. This does not mean they will be motivated to use

the blog platform in a portfolio context. During the instruction it must be made explicitly clear to the students

that there is a why attached to the how of post creation. The biggest challenge for this project is to make sure

that the students do not perceive the creation of their portfolio as busy work in order to make a grade.

Part 2b.2: Transfer context

The students will use the processes learned during the instruction on their own time and at a location oftheir choosing. Since the platform is web based, there is no requirement that would force the students to use a

particular location. Furthermore, the learners will take away the knowledge learned during the instruction phaseand apply it at a later time, so the instructions have to be clear in the application. All 18 respondents of the

needs analysis survey stated that they use at least one social networking site regularly. What the students didnot realize while taking the survey is that they are creating content online when they are using these sites.

During the instruction this fact will be pointed out to the students. They should be able to transfer theknowledge they have about how to use these sites and apply it to their portfolio.

Part 2c. Description of the Learners

The learners are all students of third semester college level Spanish. All are native English speakers.

The instruction for this project will be conducted in English. Since the learners are studying a second language


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they will need to be able to input foreign language characters into their portfolios. The learners will have to

understand either how to complete this on their own systems or be willing to utilize the language learning

center. As these students are in their third semester of study of a language, even though this may be their first

semester in college, they have a fairly high comfort level with the language of study. So requiring the students

to demonstrate their language proficiency level, should not be much of a challenge for this group.

Part 3. PlanningThe steps the students need to take to be able to complete the instructional goals are illustrated below.

Part 3a. Learning Objectives (list)After 60 to minutes of instruction on the use of the OS X blog platform, students will be able to:

1. Create a portfolio to contain their second language learning artifacts2. Manage the settings of their portfolio. Decide if their portfolio should be visible to only authenticated

users or the world. Also decide if comments need to be moderated or to allow comments to be posted

automatically. This is necessary for FERPA regulations.


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3. If students decide to make it private, they will apply settings so as to not lock instructors out

4. Create posts within the portfolio5. Embed/link audio files into posts6. Embed/link to video files into posts

7. Write expository material to describe why artifacts were chosen

8. Use the blogs formatting tools to apply formatting to each post9. Create tags to further organize posts created

10. Edit posts that have been created, if necessary11. Test to make sure that all materials chosen are visible by intended audience (authenticated users orworld)

12. Post link to portfolio in Moodle database assignment

Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan.

LearningObjectives(a)

BloomsTaxonomyClassification (b)

Format ofAssessment (c)

Description oftest form (d)

Sample items(e)

1 Application Performance Observedoutcome/Mastery Criterion

Find name of student in list ofportfolios


If log in required to view,student made private


If after supplying credentials,portfolio visible


View post created


Playable audio file in portfolio


Playable video file in portfolio


Text visible in post


Text is formatted appropriately


Require at least one tag ofcurrent level of languageinstruction i.e. Spanish 001


Corrections made if necessary


All artifacts can be viewed byinstructor. Test by viewingfrom computer other than the

one the post was made from


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Post link to portfolio in Moodleassignment

Part 3c. ARCS Table

ATTENTIONA.1 Perceptual ArousalProject the computer screen that the instructor is using to demonstrate the lesson.

A2. Inquiry Arousal

Recommend that the students follow along during the instruction. As ultimately, they will have to

complete the task.

A3. Variability

Make clear it is okay at any point to stop and ask questions. Also stop at critical points in the

lesson and solicit questions from the students.

RELEVANCER1. Goal orientationExplain how the completion of the portfolio aligns with the requirement and learning objectives

of the course.

R2. Motive matching

Explain that the completion of the portfolio is a significant part of the overall course grade.

R3. Familiarity

Explain that even though they may have never used this tool or even a blog previously, they

have the skills to use the tool as most of the students have been using social media for a

considerable amount of time.

CONFIDENCEC1. Learning requirements

Refer students back to the syllabus section that explains the language level goals. Explain how

these goals align with the portfolio and the students artifacts within the portfolio.

C2. Success opportunities

Students will receive feedback from instructor after each portfolio entry. Students have the

opportunity to re-reflect on the artifacts they use if explanation does not sufficiently address how

the artifact meets learning objective.

C3. Personal control

Because this is a true portfolio, students choose what to include as artifacts within their portfolio.

SATISFACTIONS1. Natural consequences

Students will be able to look at their own learning process at a meta cognition level.

Students will have gained the use of a new skill in using a blog platform.

Students will be have a way to look at their work throughout the semester as a body of

work rather than unconnected separate assignments.

S2. Positive consequences


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Students will have evidence of their learning that is visible to the world at large. What they are

completing in class is no longer in the walled garden of the learning management system. They

can share the work they are doing with parents, friends and relatives, as the blog they are using

is accessible online.

S3. Equity

All students will be evaluated using the same learning objectives and rubrics

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

Part 4. Instructor Guide

OUTLINE FOR Instructor Guide

Introduction

Active Attention

Make sure that the instructor desktop is projecting before the instruction begins. Tell students that the

demonstration will explain how to complete the portfolio requirement for the course. Make sure you are logged

into your Moodle course that contains the links to the portfolios.

Inform Learners of Purpose

Inform the students that the demonstration will cover the nuts and bolts of how to create the portfolio as

well as how to add artifacts. Inform the students that artifacts chosen for their portfolio should be based on the

language objectives outlined in the course syllabus. There are 5 linguistic objectives and 3 cultural objectives

that the students must provide evidence of meeting. The artifacts in the portfolio are used to do this. Each

student must explain which objectives the artifact is meeting, and why this particular artifact meets those

objectives. Writing expository information in the post that contains the artifact does this. All expository writing

about the artifacts is done in English. Inform the students that they do not have to submit one artifact per

objective but, no single artifact can be submitted for more than two objectives.

Stimulate Learners Attention/Motivation

Invite students to follow along with the demonstration using their own computers. Allow the students

enough time to get out the computers, log into the Moodle course, and find the relevant links to the portfolio

site.

Preview the Learning Activity

Demonstrate what other students have done to complete their portfolios by going to the portfolio site

and looking at other students work.

Body

Stimulate recall of prior knowledge


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Let the students know that if they have ever used any form of social media that they already have the

skill set necessary to complete the portfolio.

Present information and examples

Go to http://wlc2.drake.edu/users, log on with your Drake credentials. This will create a portfolio for you

This is where the bulk of the instruction will occur. Demonstrate how to: create posts, edit posts, manage and

change settings, change templates, embed and attach media files, use tags as an organizational tool.Encourage the students to follow along as the process is demonstrated.

Focus Attention

Stop and ask if everyone has had a chance to log in successfully, help any students that are having

problems. Ask if there are any questions so far.

Employ Learning Strategies

Stop the demonstration and solicit questions from students as necessary.

Guide Practice

Encourage students to make at least one post in class. Ask them to create a tag and apply that tag to

the post.

Provide Feedback

Let the students know that if they were able to complete the steps that were covered in the

demonstration, that they now know how to use the portfolio.

Conclusion

Summarize and review

Tell students that this portfolio that they have created in class will be used not only for this semesters

work but also for any class they may take in coming semesters.

Transfer learning

Remind the students that their first post must be completed in the next few weeks. Encourage students

to create their first post with enough time left to get feedback before the end of the semester.

Remotivate and Close

Tell the students that you are looking forward to reading their posts and encourage them to start the

process early. Remind them to post a link to their portfolios in the assigned database assignment in

moodle.

Assess Learning

Look at the database assignment to verify that the students have created their portfolios. If a student

does not have a link in the assignment, double-check the portfolios to see if one has been created.


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Provide Feedback and Remediation

Assign a grade for the creation of the portfolio within the Moodle course. If any students have not beenable to create the portfolio within the allotted time, refer them to the online instructions for this exercise andallow them to turn in the link to their portfolios at a later date.

Part 5. Learner Content

Part 5a. Learning materials

See appendix


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Part 5b. Formative and/or Summative Assessment materials

Objectives All

objectives

met

Some

objectives

met

Few

objectives

met

Remediation if any

Can you find your students portfolio from the list of

available portfolios?Do you have to log in before you can see the

student portfolio?Are you able to actually see a students portfolio

after you log in?Has the student created posts within their

portfolio?Are there embedded/linked audio materials in the

students portfolio?

Are there embedded/linked video materials in the

students portfolio?

Are there explanations that explain why the

student has chosen the artifacts they have

included in their portfolio?

Do the explanations/artifacts align with the

objectives from the syllabus?

Is the text within the posts formatted appropriately

to allow easy reading?

Has the student created logical tags to allow foreasy organization?

Have revisions been made to existing posts as per

feedback from instructor?

Can you see and hear all media materials

embedded/linked in portfolio?

Has the student provided a link in the Moodle

course to their portfolio?


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One-to-one evaluation All

objectives

met

Some

objectives

met

Few

objectives

met

Remediation if any

Does the instruction sufficiently explain the

creation of the portfolios?Does the instruction clarify the use of tags for

organization?Does the section that explains the difference

between embedding media and attaching media

make sense?Does the instruction fully explain how to change

settings?What would like added that was not in the

instruction? What to you think if anything should be removed

from the instruction?

What sections need clarification base on the

instruction you were given?

Small Group evaluation All

objectives

met

Some

objectives

met

Few

objectives

met

Remediation if any

Does the instruction sufficiently explain the

creation of the portfolios?Does this instruction make sense in a groupsetting?How could the instruction be modified to meet an

deficiencies for the group setting?Does the instruction fully explain the different

settings for the portfolio?Is enough time allocated to fully explain the

portfolio settings and options?Is enough time allocated for students to complete

the task within the instruction period?

Are the instructions given in a logical order so that

students do not get confused?


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Field trial evaluation All

objectives

met

Some

objectives

met

Few

objectives

met

Remediation if any

Are the instructions that the instructor needs to follow

clear?Do the instructions follow a logical pattern?Was the instructor able to complete the instruction in the

time allotted?Were most of the questions from the students anticipated

through the instructions?Does the instruction meet the stated goal?What if anything should be improved or altered to improve

the instruction process?


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Part 5c. Technology Tool JustificationThe additional tools of instructional videos were created for this project. The videos will serve as

reference materials to the instruction. The videos explain the same information that will be covered during the

instructions period. Students will be able to review the videos as necessary if they can not remember how to

complete a task or where the option for completing the task exists. The videos are hosted on YouTube in HDresolution so the students will be able to read text on the videos. The videos are then linked on a separate

blog. http://wlc.drake.edu/instructionsThis blog concatenates the videos and presents them in the order theyshould to be viewed. Links to the blog posts containing the videos are also presented in the instructionalmaterials. These videos will allow the students to find the relevant information when they need it rather than

having wait for an answer from the instructor. They can also serve as a place of first instance where students

look for information before asking for more detailed information from the instructor.

Part 6. Formative Evaluation Plan

Part 6a. Expert Review

The subject matter expert for this project will be the department chair for the language department. TheSME will review the materials in the next week. After a few days of evaluation, the SME will provide feedback

of the efficacy of the instructional materials. The questions that the SME should answer are.! Do the given materials meet the stated goal

! Does the plan adequately address student motivation! Are the materials relevant to the stated goal

! Do the materials adequately address the needs of the instructor

! Do the materials adequately address the needs of the students! Is there anything lacking in the instructional materials

! What additions or clarifications need to be made to the materials to meet the stated goal

Part 6b. One-to-One Evaluation

Up to 5 students that would be willing to participate in a one on one training session. During this

session, students will create their portfolios. At each stage of the instruction, the instructor will stop and ask thestudents if what was just covered makes sense to them and if they could recommend areas that could use

clarification. Several questions that I would want answered at this stage are.! Does the instruction sufficiently explain the creation of the portfolios

! Does the instruction clarify the use of tags for organization! Does the section that explains the difference between embedding media and attaching media make

sense

! Does the instruction fully explain how to change settings! What would like added that was not in the instruction

! What to you think if anything should be removed from the instruction

! What sections need clarification base on the instruction you were given

Part 6c. Small Group Evaluation

For this group up to 20 students could participate. After making any alterations based on feedback from

the one-to-one sessions, the updated instructions will be given in a hands on session lab class session.Questions that need to be answered for this session are.

! Does the instruction sufficiently explain the creation of the portfolios

! Does this instruction make sense in a group setting! How could the instruction be modified to meet an deficiencies for the group setting

! Does the instruction fully explain the different settings for the portfolio

! Is enough time allocated to fully explain the portfolio settings and options

! Is enough time allocated for students to complete the task within the instruction period


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5. Do the materials adequately address the needs of the students?

Yes. Students need to create and fill the portfolio in order to receive a passing grade for the course

The materials are an excellent resource for students who may be relatively new to this process, a

resource to which they can refer at any point in the process.

6. Is there anything lacking in the instructional materials?

No. As mentioned above, the materials were created methodically and logically. They provide a

thorough step-by-step process for creating and filling the portfolio.

7. What additions or clarifications need to be made to the materials to meet the stated goal?

None. I found everything to be very clear. The objectives are clearly explained to both instructor and

students. The means for fulfilling these objectives are complete.

Part 7c. Comments on ChangeMinor structural and grammatical changes suggested. No significant changes required.

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 partStandard 1: DESIGN

1.1 Instructional Systems Design (ISD) X ID Project

1.1.1 Analyzing X ID Project

1.1.2 Designing X ID Project

1.1.3 Developing X ID Project

1.1.4 Implementing X ID Project

1.1.5 Evaluating X Selected Discussion Forums; ID Project

1.2 Message Design

1.3 Instructional Strategies X ID Project

1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT2.0 (includes 2.0.1 to 2.0.8) X ID Project

2.1 Print Technologies X Reading Quiz; ID Projects

2.2 Audiovisual Technologies

2.3 Computer-Based Technologies X (all assignments)

2.4 Integrated Technologies

Standard 3: UTILIZATION

3.0 (includes 3.0.1 & 3.0.2)

3.1 Media Utilization X (all assignments)


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3.2 Diffusion of Innovations3.3 Implementation andInstitutionalization X

ID Project

3.4 Policies and Regulations

Standard 4: MANAGEMENT

4.0 (includes 4.0.1 & 4.0.3)

4.1 Project Management4.2 Resource Management

4.3 Delivery System Management

4.4 Information Management

Standard 5: EVALUATION

5.1 Problem Analysis X

5.2 Criterion-Referenced Measurement X ID Project

5.3 Formative and Summative Evaluation X ID Project

5.4 Long-Range Planning

COURSE GOALS & OBJECTIVESThe 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 ledto 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 instructionaldesign

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.


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a. Describe the rationale for and processes associated with needs, learner, context, goal, and taskanalyses

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

ii. 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. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific instructional task

iii. 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 Communicationsand 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) todemonstrate 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 appropriateaccommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessonsthat 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, orelectronic 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 appropriateaccommodations 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 fieldexperiences.

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 withinpractice 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) ofpreparation.

1.4.b Describe and/or document specific learner characteristics which influence the selection of instructionalstrategies.

1.4.c Describe and/or document specific learner characteristics which influence the implementation ofinstructional strategies.


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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 ofinstructional 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 andprofessional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professionalproducts.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in theportfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations and supplementary materials forinstructional 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 theinstructional 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 systemsdesign, media development and utilization, program management, and evaluation).

5.2 Criterion-referenced Measurement


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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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1 wlc2.drake.edu/users

2 Log in to

3 Log in box

4 Name

5 Settings

Logging in, managing settings, and creating portfolio

Go to http://wlc2.drake.edu/users

Once there, click on the "Log in to my page" option in the upper left hand corner of the window.

A window will open up asking you for your credentials. Use your Drake ID # and password

Once logged in, you will see your name in the upper left hand corner where the "Log in to..." messagewas.


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6 Account settings

7 Blog Settings

Once logged in, you will be able to create your portfolio if you nave never logged in before or go directly toyour portfolio.

Before doing this you should manage your portfolio.

Click on the settings option in the upper right hand corner of the window.

There are three general options you can manage The first is "Account" personalization.

You can upload a photo here if you wish and associate an email account. Neither are required.

If you make changes here press the "save" button in the lower right hand corner of the window.


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9 navigating out of settings

10 Go to my Portfolio

Drake ID) can make comments.

If you wish to restrict the view access to your portfolio. It is recommended that you only click the "Usersmust log in to read" (1) option. This will require anyone wishing to view your portfolio to log in beforethey can see your posts.

If you click the "Private" option (2) you have to specify who has access to view your portfolio. Only thepeople you specify will have access. It is not recommended that you use this option because you run therisk of locking out your instructor from seeing your portfolio.

You can also set who can comment on your posts and how those comments are moderated from thisscreen.

If you make changes here press the "save" button in the lower right hand corner of the window.

Once you have made all of the necessary settings to your portfolio click on the " portfolios" link to takeyou out of this page.

To go to your portfolio, from the portfolios page, click on the "Go to my Portfolio" link.

If you have never logged in previously or had a previous portfolio but not logged on on the updatedsystem, you will see a message that says "Create my Portfolio"


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1 New post

2 Title and Podcast option

3 formatting options

4 P h St l

Creating and editing posts

Once you are in your portfolio, you can start creating posts.

Click the +icon in the upper right hand corner of your window.

Note: you may have changed the theme to your portfolio so some of the the options may be in differentplaces for your chosen theme.

You will be presented with a window asking you to give your post a title. If you chose to turn onpodcasting for your portfolio you can choose the file to podcast at this time. Give your post a title and clickthe "Create" button.

Note: podcasting is the only thing that can not be altered after a post is created. If you wish to include apodcast for your post you must do so at the time the post is created.

After creating your new post you will be able to start adding to and formatting your post. Notice that the

post will have some placeholder text that should be removed prior to you saving your post.


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5 List Style

6Text Style

7 Create or edit link

The formatting options should seem fairly familiar to anyone who has used social networking sites. Thisoption allows you to choose header and text selection options. There are not font size options (10pt, 12pt,etc.), so you can choose options from this menu to alter the size of your text.

The List option allows you to choose ordered and unordered lists and also set more or less indenting.

This option allow you to change some of the text options, like bold, italic or underline.


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8 Insert, images, audio or movies

The create or edit link option will allow you to create hyperlinking within your post. Notice that you can linkto an external website "Enter URL" or even create a "New Page" from here. Also notice that you can linkto any of the previous posts you have created. Once you create a post it is automatically added to this listof options.

The insert media option allows you to embed certain media types into your portfolio.

The following file types are supported: JPEG PNG GIF QuickTime movie MP3 audioIf you upload the following file types, the uploaded copy is converted to PNG format: BMP

TIFF PSD DOC


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12 Save post

13 Edit an existing post

The Edit HTMLoption allows you to edit the source of your post.Use this option if you wish to embed media from sites like YouTube, Vimeo, Google Maps, or similar sites.

When you have completed your post, click the Save option it the upper right hand corner of the editwindow.

If you wish to edit a post you have created previously, simply click on the name of your post from the listof your posts.

Then click on the pencil icon. This will allow you to edit your post.Click the save option when finished.


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How to use tags

Add tags

Modifying tags

Sorting by tags


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1 Tags

2 Adding tags

3 Choosing/creating tags

Add tags

Tags allow you to organize your content. Tags are short, descriptive words of phrases that classify andorganize your posts. You can create as many tags as you wish and attach as many tags to your posts as

necessary.

To add a tag to a post, you must be viewing or editing the post. Find the post you wish to add a tag to andclick the Tagsoption.

In this theme the tags option is to the right of the content. In other themes it is above the content. Find theTags option in the theme you are useing.


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4 Tags that have been added

When you click the Tagsoption you will see a place where you can insert text.Notice in this example that I have started to enter a tag by typing the letter S.In this portfolio there are two tags that start with the letter s, Spanish 001 and special.I could choose one of those tags without retyping it or continue to type to create a new tag likeSeptember

I have now added two tags to this post. Setember and spanish 001.

I'm sure you have noticed the spelling mistake. You can edit tags after they have been created.


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1 Back to portfolio

2 Edti Tags option

3 List of tags

4 Tags editable

Modifying tags

You must go back to your portfolio to edit tags. Click on the my portfoliolink next to the search box.

Once back in your portfolio click on the Edit Tagsoption

From here you will see a list of the tags you have created. To edit your tags click the pencil icon


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8 Delete a tag from a post

If you have deleted a tag in error and have not saved changes you can still recover it by clicking theCanceloption here.

Once you are satisfied with the edits you have made click the Saveoption.

To delete a tag from a particular post, simply click and drag it from the tag bar. This will remove it from the

post.


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1 Single tag sort

2 Multi tag sort

Sorting by tags

Tags allow you to sort information quickly. In this example I have selected the Spanish 001 tag and nowonly see three posts that have been tagged with spahish 001.

It is also possible to sort by more than one tag. In this example I have sorted by both Spanish 001 and

Fall 2011

Notice that there is only one post that uses both of these tags.


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In this example there is a post for Fall 2011. If this person will add to their portfolio next semester, theycan create a Spring 2012 tag and apply this to the new posts.

This will allow the viewer to sort the posts that have been created in the past and the posts they will becreating in the following semester quickly.


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How is this useful? Let's assume you have take a language for more than one semester. You will haveposts from a previous semester as well as posts from the current semester. You can very easily filterthose posts with tags, like in the example above. If at the beginning of the semester you were to give aURL like this to your professor, they could subscribe to your RSS feed for your portfolio for the semester.Then whenever you add a new post all you would have to do would be to tag the post accordingly andyour instructor would be notified of the updates to your portfolio. You could also send this URL to friendsor family and they could subscribe via facebook, or other reader and stay up to date with the work you areproducing.


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!""#$ &'&()$*$ $+,-").&$/ 01#*2*"#3 4567867544

49 :("&$" #"$;,**'@ 12 /";>'1(1A) *' &'

"#+;&/*1'&( ;1'/"B/9

!"#$ &"'()*'"

Powerpoints, Presentations, and online textbooks and class supplements.

its necessary and very helpful

Using technology to enhance the subject you are learning is a unique way to use it in an

educational context. It can help one to better understand a certain idea as well as expand on

the idea by searching others' opinions.

It has a huge presence in our lives.

I think of blackboard. Teachers using the programs on the internet to post homework and/or

helpful material and host discussions,

i think of the use of computers - whether going to a computer lab to take our Spanish exam,

doing research, or PowerPoint presentations. Another use of technology is projectors hooked

up to the teachers' computer in most every classroom.

technology is very useful and used a lot when it comes to education

I think of things such as doing homework online, or using programs such as microsoft office to

do projects.

I think of the use of microsoft programs and onine websites to suppliment classwork.

Information or excercises on the computer that reinforce class content.

computers, over head projector, smart board

resourcesa and formation are easier to find and access

Technology can be an aid or a hinderance when it comes to education.

boringUsing sites such as youtube and moodle in order to supplement the class. In my high school we

used the supersite as well.

Less interactions with learning and more on self-learning

Video chat, essays, blogs

When I think of technology in an educational context, I think of professors that use Powerpoint

or videos to teach instead of just lecturing.


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+$,$-'$-. /,01"

Total Responses 18

79 C>*'@*'A &'1(1A)D E("&$" ;>11$" />" #"$;,*E/*1' />&/

?1$/ ;(1$"() ,"2(";/$ )1+, "BE",*"';"9

2 3*'4"5 &"'()*'" 6

1

I have been

using technology

for as long as I

can remember.

16 89%

2

I have had

access to

technology since

high school

2 11%

3

I have only be

using technology

for the last few

years

0 0%

4

I have not had

access to

technology until

starting college

0 0%

5

I have not been

using technologyuntil this class 0 0%

Total 18 100%

+$,$-'$-. /,01"

Min Value 1

Max Value 2

Mean 1.11

Variance 0.10

Standard Deviation 0.32

Total Responses 18


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46

F9 G1, />" E1,/21(*1 )1+ =*(( &/ &$$+?"$ &

'1(1A)9

2 71"'$-)* 1*.)89)5$,:0" ')8"4;,$

1*.)89)5$,:0"

*"1$5,0 ')8"4;,$

.)89)5$,:0"


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47

K9 L1 )1+ +$" &') 12 />"$" $1;*&( '"/=1,@*'A /11($ ,"A+(&,()J

2 3*'4"5 &"'()*'" 6

1 Facebook 18 100%

2 Twitter 8 44%

3 Linkedin 2 11%

4 Blogs 1 6%

5 Wikis 0 0%

6 Other 0 0%

+$,$-'$-. /,01"

Min Value 1

Max Value 4

Total Responses 18

M9 N2 )1+ ;>1$" 1/>",D =>&/ $*/"$ #1 )1+ +$"J

!"#$ &"'()*'"

+$,$-'$-. /,01"

Total Responses 0

O9 I&-" )1+ "-", +$"# &


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48

P9 L1 )1+ @'1= >1= /1 +$" /&A$ /1 1,A&'*Q" E1$/$J

2 3*'4"5 &"'()*'" 6

1 Yes 6 33%

2 No 12 67%

Total 18 100%

+$,$-'$-. /,01"

Min Value 1

Max Value 2

Mean 1.67

Variance 0.24


Total Responses 18

R9 L1 )1+ @'1= >1= /1 +E(1 E*;/+,"$D &+#*1D &'#61, -*#"1 /1 1'(*'" $*/"$J

2 3*'4"5 &"'()*'" 6

1 Yes 17 94%

2 No 1 6%

Total 18 100%

+$,$-'$-. /,01"Min Value 1

Max Value 2

Mean 1.06

Variance 0.06


Total Responses 18

459 I&-" )1+ "-", +$"# &' 1'(*'" E1,/21(*1


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49

+$,$-'$-. /,01"

Min Value 1

Max Value 2

Mean 1.89

Variance 0.10


Total Responses 18

449 L1 )1+ @'1= >1= /1 ;1??"'/ 1'


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Clayton Mitchell's Final ID Project

Documents

Transcript of Clayton Mitchell's Final ID Project