Nathaniel Irwin - Instructional Design Project (Applying Pre-Algebra to Google Maps)

7/29/2019 Nathaniel Irwin - Instructional Design Project (Applying Pre-Algebra to Google Maps)

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BOISE STATE UNIVERSITY

Applying Pre-Algebra to

Google MapsEDTECH 503 Instructional Design ProjectNathaniel Irwin

Spring 2012


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Table of Contents

Part 1. Topic 4

1a. Stated learning goal 41b. Description of the audience 4

1c. Rationale 4

Part 2. Analysis Report 5

2a.1: Needs Analysis Survey 5

2a.2: Needs Analysis Data Report 5

2b.1: Learning Context 6

2b.2: Transfer Context 6

2c. Description of the Learners 62d. Learning Task Analysis 7

Part 3. Planning 7

3a. Learning Objectives List 7

3b. Matrix of Objectives 8

3c. ARCS Table 9

Part 4. Instructor Guide 10

Part 5. Learner Content 12

5a. Learning materials 125b. Formative/Summative Assessment materials 12

5c. Technology Tool Justification 12

Part 6. Formative Evaluation Plan 13

6a. Expert Review 13

6b. One-to-One Evaluation 13

6c. Small Group Evaluation 13

6d. Field trial 14

Part 7. Formative Evaluation Report 147a. Evaluation Survey or Rubric 14

7b. Report the results of the expert review 14

7c. Comments on Change 15

Part 8. AECT Standards Grid 15


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The instructional design process is like an episode ofChopped. In the television

show, chefs are given mystery ingredients with the eventual goal of creating a

sophisticated meal that entails creativity, presentation, and ultimately taste. Chefs must

analyze each ingredient to find its strengths and weaknesses. With knowledge about

the ingredients taste and texture, the chef will determine what food items will best

accompany this ingredient to make a successful dish. This is representative of how an

instructional designer will analyze a problem and develop a strategy that will guide

learners towards a successful solution.

EDTECH 503 has changed the way I look at planning instruction. In the past I

was confident that my lesson plans were descriptive and covered all the necessary

details to enhance student learning. Working directly with instructional design this

semester, I have realized that my original planning techniques were not as complete as

they could be. I relied a lot on my instinct to carry me through impromptu questions or

examples that I never really planned for.

During the first part of the instructional design process I saw the value inassessing students needs before designing any instruction. With state standards

requiring that all students know the same material, I had approached each lesson as if

all students had all the necessary prerequisite skills to be able to fully engage in my

activity. The instructional design project has shown me the importance of completely

understanding the background knowledge of each student and how that knowledge can

be used to enhance learning.

The middle school I currently work for struggles each year to show adequate

growth in mathematics. Administrators have offered many suggestions to solve this

problem, but many of the recommendations were given without analyzing all the details

to the problem. Smith & Ragan (2005) suggest that properly analyzing the learningcontext will determine which gaps are instructional needs and which are most

appropriate for design and development of instruction. Administrators who

recommended that instruction be reformed did not take into account the poor

attendance by students or the lack of essential knowledge from elementary curriculums.

I plan to implement many techniques learned in the class to my every day

planning. One practice I have already incorporated is designing assessments before

the actual instruction. This has allowed me to incorporate my learning objectives

directly into my assessments and design instruction based on the assessment. This

class has enhanced my attention to detail as a professional educator as I continually

work to improve both my instruction and my students learning.

Smith, P. L. & Ragan, T. J. (2005). Instructional design (2nd ed.). Hoboken, NJ: John

Wiley & Sons, Inc.


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Part 1: Topic

Part 1a. Stated learning goal

After two one hour sessions, students will be able to use Google Maps to find directions

between two locations and will apply data collected to mathematical formulas. Students

will be able to calculate the average rate of speed for their trip, as well as the total cost

for the trip.

Part 1b. Description of the audience

The audience for this instruction will consist of eighth grade mathematics students

currently participating in a pre-algebra course at Louisa County Middle school in rural

Virginia.

Part 1c. RationaleMath teachers in the state of Virginia are searching for ways to enhance their

instruction. Educators have found a need for developing higher-level thinking activities

that will engage their students with math that is embedded into real world applications.

The need for innovation stems from the Virginia Department of Educations increased

demand in academic rigor with an emphasis in more application-based learning. This

project will provide training on a tool that students can use to stimulate higher-level

thinking. The use of Google Maps is meant to complement the existing learning goals

of the mathematics curriculum.

The project will consist of a blend of both supplantive and generative strategies. The

majority of the project will be supplantive as learners will mainly follow the instruction of

the teacher. The instructor will model the math concepts covered over the course of the

topic, as well as how to navigate to and utilize Google Maps. The supplantive strategy

will cover approximately 80% of the topic.

Once the students are familiar with the math concepts and comfortable with the Google

Maps application, generative learning will begin to take place. Students will create their

own learning environment using the tools modeled by the instructor. Learners will

select destination locations and apply the data from their selection to mathematicalformulas. The opportunity for students to budget their own vacation trip will occur at the

conclusion of the project. Generative strategies will encompass about 20% of the

project.

This project will mostly use procedural learning as its major instructional strategy.

Learners will follow steps modeled by the instructor to meet the objectives of the


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assignment. Steps will need to be followed in order to properly obtain data from Google

Maps. Once the data has been obtained, learners will need to recall the necessary

formulas to process their data. Students will need to follow mathematical procedures

needed for conversions and equation solving.

Part 2: Analysis Report

2a.1 Needs Analysis Survey

In order to assess the needs of students, a survey was created using Google Forms.

The survey was delivered online and was completed by middle school math students

during their study hall. Twelve students participated in the survey.

2a.2 Needs Analysis Data Report

The first part of the survey was used togain insight on students ability to access

computers and the Internet. 75% of the

students reported that they had a

computer at home, and 8 of the twelve

respondents stated that they had Internet

access at home. The survey also found

that students use computers at school

approximately four to six times per week,

but only accessed the Internet at school twice per week at school.

The survey was also used to evaluate the

how the students accessed and used the

Internet. The most common way to access

the Internet was through mobile broadband

as indicated by 42% of respondents.

Students overwhelming reported that social

media was the biggest reason to use the

Internet with 83% listing social media as the

biggest motivation to use the Internet. Using the Internet to play games or watch videoseach received 8% of the responses.

Part 2b.1: Learning Context

Learning will take place in one of the middle schools computer labs. The computer lab

is equipped with 30 desktop computers running Windows XP. Each computer is

60%

65%

70%

75%

80%

Have a computer at

home

Have Internet access

at home

Student Access*based on 12 resondents


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connected to the Internet and has both Internet Explorer and Firefox available for

Internet browsing. The computers are arranged around the back and side walls of the

room in a U shape. The teacher area of the computer lab is equipped with a laptop,

projector, and SmartBoard. Instructors will be pre-algebra teachers who are certified to

teach middle school math. A pre-algebra class typically has 23 students per class.

Students will have worked with formulas and variables before engaging in this

assignment.

Part 2b.2: Transfer Context

Skills learned from this assignment can immediately be put to use by students. With the

availability of mobile technology increasing every year, people have become reliant on

GPS software to guide them to destinations. Students will be able to put to use the

knowledge obtained through these sessions when locating a place or planning a trip.

Skills gained through this activity will become increasingly more useful as students

become drivers. The efficient use of technology assisted travel is a necessary skill forthe 21st century traveler.

Part 2c. Description of the Learners

The learners are middle school math students between the ages of 13 and 16 who are

currently enrolled in a pre-algebra class. Data on the demographic make-up was

obtained from the schools database. Approximately 73% of the student population is

White, 21% is Black, 2% is Hispanic, and less than 1% is Asian. 3% of the student

population is unspecified. Approximately 46% of the student population participates in

the free/reduced lunch program.

It was important to assess the

students prior experience with

mapping software. Part of the

needs analysis survey was used

to gauge students familiarity

with mapping software. Fifty

percent of the students surveyed

have used the Internet to look at

a map. Only 33% of the

respondents have had

experience using a GPS device.

All twelve students believed they

could access Google Maps and

use the application to find directions, but only 25% of the students believed they could

obtain data from the software, such as distance and projected travel time.

42%58%

100%

58%42%

0%

20%

40%

60%

80%

100%

Have usedGPS before

Have usedInternet to

look a map

Able tonavigate to

Google

Maps

Able tosearch for

directions

Able to finddistance or

travel time

between

locations

Mapping Software Experience*based on 12 repsonses


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Part 2d. Learning Task Analysis

Part 3: Planning

Part 3a. Learning Objectives List

1. Given a computer with Internet access, the student can navigate to Google

maps.

2. Given a starting address, students will select a destination address and use

Google maps to:


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a. obtain driving directions between the locations.

b. collect trip specific data including distance and estimated travel time.

3. Given a distance in feet, the student can convert the distance to miles.

4. Given a time in minutes, the student can convert the time to hours.

5. Given a time in hours and minutes, the student can convert the time to hours.

6. Given an equation with an unknown variable, the student solve for the unknown

value.

7. Given a time and distance, the student can find average rate of speed.

8. Given a measurement, the student can appropriately label the quantity (e.g.

miles per hour).

9. Given access to Google Maps, the student will create a trip log that will track fuel

usage and fuel cost.

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

LearningObjectives Blooms TaxonomyClassification Format ofAssessment Description oftest form Sample items

1 Knowledge Performance Observationwith checklist

Open Internetbrowser andnavigate to GoogleMaps website

2a Application Performance Observationwith checklist

Type addresses intoappropriate fields

2b Comprehension Performance Observationwith checklist

Identify the distanceand travel time ofthe trip

3 Application Pencil-and-Paper

Constructedanswer

How many miles is2,355 feet?


Constructedanswer

How many hours is40 minutes?


Constructedanswer

Convert 3 hours and20 minutes to hours.


Constructedanswer

Solve forr.230=5r


Constructedanswer

What is a travelersaverage rate ofspeed when hetravels 520 miles in8 hours?


Recall item Appropriately labeleach quantity

9 Synthesis Pencil-and-Paper

ConstructedAnswer

Create a trip budget.


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Part 3c. ARCS Table

Categories Process Questions

ATTENTION

A.1. Perceptual arousal

A.2. Inquiry arousal

A.3. Variability

Show a BrainPOP video title Distance, Rate, and Time. The videocan be viewed at:

http://www.brainpop.com/math/algebra/distancerateandtime/

Ask learners for examples of where distance, rate, and time are usedin the real world.

Connect real world examples while introducing that activity of planninga trip. The instructor will mention aspect of the trip that need to becalculated such as budget and travel times.

RELEVANCE

R.1. Goal orientation

R.2. Motive matching

R.3. Familiarity

Complete needs assessment survey with students at:http://tinyurl.com/cyrv8bw. The survey will provide the ability levelsand experience of each student with GPS systems and Google Maps.

Instructor will provide the objectives for the instruction and align mathcontent to state standards.

Prior to lesson, students will have previously learned how to evaluateand solve mathematical expressions and formulas. All trips beingplanned will begin at the same starting location and students will havethe option to choose the destination for their trip.

CONFIDENCE

C.1. Learningrequirements

C.2. Successopportunities

C.3. Personal control

Instructor will begin by modeling how to attain data from Google Maps.Students will work through the calculations of the instructors triptogether. The instructors example will provide learners with a model

that each can relate their own trip itinerary to.

Learners will need to follow the proper procedure to complete theproject. The instructor can reinforce the students actions and providefeedback after each step.

Positive feedback will be provided as students work through theassignment. Be actively involved in the planning of each students trip.

SATISFACTION

S.1. Naturalconsequences

S.2. Positiveconsequences

S.3. Equity

Meaningful opportunities to use the skills learned in this assignmentwill depend on the user. Users can apply the skills to GPS devices

and Internet map services when planning a trip or looking fordirections.

In the classroom, learners will receive feedback from the instructor.Positive reinforcement will be given as students successfully completetasks associated with the assignment.

The instructor will provide analysis on the successful completion ofmathematical equations using data obtained from Google Maps.Students will share trip itineraries with each other.
http://www.brainpop.com/math/algebra/distancerateandtime/http://www.brainpop.com/math/algebra/distancerateandtime/http://tinyurl.com/cyrv8bwhttp://tinyurl.com/cyrv8bwhttp://tinyurl.com/cyrv8bwhttp://www.brainpop.com/math/algebra/distancerateandtime/


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Part 4: Instructor Guide

In t roduct ion

Students should begin lesson by sitting in the center of the computer lab and not in front

of a computer. The instructor will complete the introduction and show an example of

how to use data gained from Google Maps. Students will move to individual computers

once the example has been completed.

Gain Attention

Begin by showing YouTube video on how to use Google Maps found at:http://www.youtube.com/watch?v=w-SGO5gZGB8

Discuss ways to use Google Maps

Inform Learners of Purpose

State the purpose of the lesson will be to use Google Maps and use math skillslearned in class to plan a trip. Students will learn to calculate average rate ofspeed, gas mileage, and travel costs. Data collected from Google Maps will beevaluated through calculations.

Stimulate Learners Attention/Motivation

Explain that students will be planning their own vacation trip. Each student willuse the schools address as a starting point. Students will then have the

opportunity to choose any address in the lower 48 states. Students will useGoogle maps to find the distance between and projected travel time from theirstarting address to their destination address. This distance will be used tocalculate average rate of speed, gas mileage, and cost.

Preview the Learning Activity

Use Google Maps to create a trip for the entire class to see. Use the schoolsaddress as the starting point and choose a destination address. Show studentswhere to find the mileage and projected travel time for your trip.

Pass out the rubric that will used to assess each students trip.

Body

Recall relevant prior knowledge

Review formulas below. Average rate: where d=distance, r=rate, t=time

Gallons of gas:

where g=gallons, m=miles, mpg=miles per gallon
http://www.youtube.com/watch?v=w-SGO5gZGB8http://www.youtube.com/watch?v=w-SGO5gZGB8http://www.youtube.com/watch?v=w-SGO5gZGB8


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Cost: where C=cost, g=gallons, p=price (assume gas costs $3.85 pergallon)

Process information and examples

Convert data to proper units (distance in miles, time in hours) Use the data collected during the preview to review formulas for average rate,

gallons of gas needed, and cost. Calculate average rate of speed, gallons of gas needed, and cost for the

teachers example as a class.

Focus Attention

Have students move to individual computers. Students should log on tocomputer network and open an Internet browser.

Employ Learning Strategies

Pass out Google Maps activity sheet. Students should complete sheet by usingGoogle Maps to collect data and evaluate the data using math formulas.

Assist students who need assistance collecting data or evaluating formulas. Observe students and assist and struggling students. Students must have their activity sheet checked by the instructor as they finish.

With the teachers permission they may begin to plan their own trip.

Practice

Students will begin planning their own trip. Students should follow the Trip Logtocomplete this part of the assignment.

Monitor students as they complete theirTrip Log.

Evaluate Feedback

Assist struggling students as they complete theirTrip Log. Review any completed trip logs and have students make corrects on any

miscalculations.

Conc lus ion

Summarize and review

Instructor will check with students to be sure they completed all areas of the TripLog.

Transfer learning


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Once all trip logs have been completed, review ways how information fromGoogle Maps can be applied to everyday situations.

Remotivate and Close

Show BrainPOP video on distance, rate, and time to the entire class. The videois located athttp://www.brainpop.com/math/algebra/distancerateandtime/

Discuss the importance of the relationship between distance, rate, and time.

Assess Learning

Ongoing assessments will be conducted by instructor through direct observationthroughout activity.

Instructor will follow rubric to assess each students Trip Log.

Feedback and Seek Remediation

Instructor will provide feedback to students through the graded rubric.

Part 5: Learner Content

Part 5a. Learning materials

Learning Material Purpose

Formula SheetProvides students with necessary formulas needed to evaluatecollected data.

Activity SheetProvides practice examples for students to become acquaintedwith Google Maps and mathematical formulas.

Trip LogThis document will be used by students to record informationabout their trip.

Part 5b. Formative and/or Summative Assessment materials

Assessment Purpose

ChecklistChecklist used by both students and the instructor to evaluatecompletion of the assignment

Part 5c. Technology Tool Justification

Technology Tools RationaleComputers withInternet access

Internet access will be needed for student to access GoogleMaps.

Computer withprojector

Will be used by instructor to complete examples and showstudents how to utilize Google Maps.
http://www.brainpop.com/math/algebra/distancerateandtime/http://www.brainpop.com/math/algebra/distancerateandtime/http://www.brainpop.com/math/algebra/distancerateandtime/http://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsFormulaSheet.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsFormulaSheet.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsActivitySheet.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsActivitySheet.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsTripLog.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsTripLog.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsChecklist.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsChecklist.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsChecklist.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsTripLog.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsActivitySheet.pdfhttp://edtech2.boisestate.edu/nathanielirwin/503/GoogleMapsFormulaSheet.pdfhttp://www.brainpop.com/math/algebra/distancerateandtime/


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Part 6: Formative Evaluation Plan

Part 6a. Expert Review

The subject matter expert is currently a middle school math teacher and department

leader. She has many years of experience working with middle school math students

and implementing activities into a math curriculum. The SME will comment on the

appropriateness of the content for middle school learners and will make sure that

objectives in the activity align with district standards. She will also gauge how easily the

instructor guide can be implemented by a teacher. Finally, she will share her thoughts

on the assessments and measuring student achievement.

Part 6b. One-to-One Evaluation

The one-to-one evaluation will be given to approximately four students. The studentswould represent a range of skills in both computer applications and mathematics. The

designer will individually observe each student as they complete the necessary steps in

the project. The designer will be looking to see where students struggle with steps in

obtaining or utilizing data. Each student would be asked to talk aloud and share their

thoughts as they work. Information from the user will be obtained through observation

and conversation. Specific explanations the designer would be looking for are:

Explain any confusing parts of the math formulas.

Which directions are not clear when navigating through Google Maps?

Which data items are difficult to collect? Why?

What difficulties did you experience with evaluating and solving the math

formulas?

Part 6c. Small Group Evaluation

Difficulties discovered during the one-to-one evaluation would be adjusted before the

small group evaluation. This evaluation would include a group of ten students. The

students would be representative of multiple ability levels. The designer would observe

the students as they work through the assignment. The designer would be looking for

effective learning as well as any areas that are giving the students problems.

Assistance should not be given to students unless they cannot continue learning withoutit. The following questions would help guide the designers observation:

What prerequisite skills are the students lacking?

What weaknesses in problem solving were observed?

What navigation difficulties did the learners experience?

How engaged were the learners during the activity?

Are students completing the activity in the proposed amount of time?


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Were the revisions made after one-to-one evaluations effective?

Part 6d. Field trial

Adjustments found during the small group evaluation would be made prior to the field

trial. A field trial would take place with a middle school math teacher implementing the

activity into his or her classroom. Feedback would be received from the teacher

gauging the effectiveness of the lesson as well as the ease of implementation.

Questions to ask during the Field Trial:

What parts of the instructor guide were difficult to follow?

What difficulties arose when presenting the material?

Was the instructor able to follow the guide?

What objectives did students struggle to achieve during the activity?

Was the activity able to be completed in the allotted time?

Was the instructor comfortable with teaching the material?

Part 7: Formative Evaluation Report

Part 7a. Evaluation Survey or Rubric

An online survey was created for the SME to evaluate and comment on the instructional

design project. To access the survey follow the link:SME Evaluation Survey. The

questions on the survey are listed below:1. Are the materials and instructions appropriate for target learners?

2. Are the materials accurate?

3. Will the student materials support learner success?

4. Is the instructor guide easy to follow?

5. Does the lesson follow a logical order?

6. Does the material align to district standards?

7. Are the objectives attainable in the allotted time?

8. Do the assessments adequately measure student achievement?

9. Please leave any other comments or suggestions.

Part 7b. Report the results of the expert review

The subject matter expert agreed that the materials and instructions were adequate to

accommodate student learning. She felt the instructor guide followed a logical order but

suggested that the actual steps being used to access Google Maps be written out for

the instructor. She also felt that examples could be premade and worked out for

instructors. The material in the assignment matched mathematical and technological
https://docs.google.com/spreadsheet/viewform?formkey=dGt2N0wwQ2VTZWQ4T2VtUjJLd3ctRHc6MQ#gid=0https://docs.google.com/spreadsheet/viewform?formkey=dGt2N0wwQ2VTZWQ4T2VtUjJLd3ctRHc6MQ#gid=0https://docs.google.com/spreadsheet/viewform?formkey=dGt2N0wwQ2VTZWQ4T2VtUjJLd3ctRHc6MQ#gid=0https://docs.google.com/spreadsheet/viewform?formkey=dGt2N0wwQ2VTZWQ4T2VtUjJLd3ctRHc6MQ#gid=0


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standards put in place by the school system. The subject matter expert believed that

the objectives would easily be completed in the allotted time as long as students

possessed the prerequisite knowledge essential for this lesson. She thought the

checklist would be a quick way for students to assess their learning but suggested a

more thorough rubric be used for summative evaluation. She concluded that using

computers and giving students the option of where to go on a trip would prove to be

motivational and engaging for middle school students.

Part 7c. Comments on Change

After receiving comments from a subject matter expert, additional changes will need to

be implemented before the project is finalized. The instructor guide will need to be

revised to accommodate more details and directions. It will need to include step by step

instructions for accessing and using Google Maps. An updated instructor guide would

also include examples for the instructor to follow when modeling each formula. The

final update would include a more comprehensive rubric to more thoroughly evaluatestudent learning at the closure of the lesson.

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 orpart

Standard 1: DESIGN1.1 Instructional Systems Design(ISD) X

ID Project

1.1.1 Analyzing X ID Project

1.1.2 Designing X ID Project1.1.3 Developing X ID Project1.1.4 Implementing X ID Project1.1.5 Evaluating X Selected Discussion Forums; ID Project1.2 Message Design1.3 Instructional Strategies X ID Project1.4 Learner Characteristics X ID Project


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Standard 2: DEVELOPMENT2.0 (includes 2.0.1 to 2.0.8) X ID Project2.1 Print Technologies X Reading Quiz; ID Projects2.2 Audiovisual Technologies2.3 Computer-Based

Technologies X

(all assignments)

2.4 Integrated Technologies

Standard 3: UTILIZATION3.0 (includes 3.0.1 & 3.0.2)3.1 Media Utilization X (all assignments)3.2 Diffusion of Innovations3.3 Implementation andInstitutionalization X

ID Project

3.4 Policies and Regulations

Standard 4: MANAGEMENT4.0 (includes 4.0.1 & 4.0.3)4.1 Project Management4.2 Resource Management4.3 Delivery System Management4.4 Information Management

Standard 5: EVALUATION5.1 Problem Analysis X5.2 Criterion-ReferencedMeasurement X

ID Project

5.3 Formative and SummativeEvaluation 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 systematicprocess of instructional design to create an instructional product. To achieve this goal,students will engage in activities that promote reflective practice, emphasize realisticcontexts, 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 withregard 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


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3. Identify at least six instructional design models and classify them according totheir use

4. Compare and contrast the major elements of three theories of learning as theyrelate 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 instructionaldesign

8. Relate the design of instruction to the term educational (or instructional)technology

9. Describe the major components of the instructional design process and thefunctions of models in the design process

10. Provide a succinct summary of various learning contexts (declarativeknowledge, conceptual, declarative, principle, problem-solving, cognitive,attitudinal, and psychomotor)

11. Build an instructional design product that integrates major aspects of thesystematic 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. Create and conduct various aspects of a front-end analysis

ii. Identify methods and materials for communicating subject matterthat are contextually relevant

b. Describe the rationale for and processes associated with creating designdocuments (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 performanceobjectives

c. Select and implement instructional strategies for selected learning tasks


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i. Select appropriate media tools that support instructional designdecisions

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 withdiverse backgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of instructionalproducts

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 forlearning.

1.1.b Identify a variety of instructional systems design models and apply at leastone 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 theprinciples of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs ofall learners, including appropriate accommodations for learners withspecial needs.

1.1.2.d Incorporate contemporary instructional technology processes in thedevelopment 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 incontextualized 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 oflearning and instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation withinpractice and contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies,and assessment measures.

1.3 Instructional Strategies


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1.3.a Select instructional strategies appropriate for a variety of learnercharacteristics and learning situations.

1.3.b Identify at least one instructional model and demonstrate appropriatecontextualized application within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models asinfluenced by the learning situation, nature of the specific content, andtype of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, andlearning situation.

1.4 Learner Characteristics

1.4.a Identify a broad range of observed and hypothetical learner characteristicsfor their particular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics which influencethe selection of instructional strategies.

1.4.c Describe and/or document specific learner characteristics which influencethe implementation of instructional strategies.

2.0 Development

2.0.1 Select appropriate media to produce effective learning environments usingtechnology resources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructionaland professional products.

2.0.3 Apply instructional design principles to select appropriate technologicaltools for the development of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection ofappropriate technological tools and to the development of instructional andprofessional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessingeffectiveness of instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and updateinstructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a varietyof productions for inclusion in the portfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations andsupplementary materials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects ofintegrated application programs.

2.3 Computer-Based Technologies


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2.3.2 Design, produce, and use digital information with computer-basedtechnologies.

3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate forlearning 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 learningcontexts.

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 andeducational technology (SMET) contexts (e.g., conduct needs

assessments, identify and define problems, identify constraints, identifyresources, define learner characteristics, define goals and objectives ininstructional systems design, media development and utilization, programmanagement, and evaluation).

5.2 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of SMETcontexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in avariety of SMET contexts.

SMET = School Media & Educational Technologies

Nathaniel Irwin - Instructional Design Project (Applying Pre-Algebra to Google Maps)

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