The North Coast Arts Integration Project: Interactive ......The North Coast Arts Integration...

Running head: NCAIP: Interactive Timeline 1

The North Coast Arts Integration Project: Interactive Timeline Modules

Mario Torres

California State University, Monterey Bay

December 15, 2017

IST522 Instructional Design

Dr. Jeanne Farrington

NCAIP: INTERACTIVE TIMELINE MODULES 2


The North Coast Arts Integration Project: Interactive Timeline Modules

The North Coast Artist Integration Project (NCAIP) has been running for the past three

years. Within the last three years, the project’s leadership team has collected instructor

testimonials, student work, and data on the projects effectiveness in integrating the Arts

throughout various K-8 Humanities and STEM curriculum. The project is now in its last year of

funding and the leadership team has express interest developing an online sustainable

educational plan to justify their request of more project funding by the US Department of

Education. Before the leadership team begin writing for another grant, they would like to report

out on the program’s successes, downfalls, and make recommendation for future Art integration

programs. Educational researcher for the most part comes in the form of text heavy papers that

follow strict format guidelines. The overall tones and themes of research papers are geared

toward a very specific audience. Many times the only one reading this information are academic

peers and individuals that are looking for very specific information.

Historically the Arts are the first classes to be cut when a school is experiencing financial

hardship. The Arts are not valued as heavily as common-core subjects Math, English, and

Science are. Inspired by the Kennedy Center’s (2017) art advocacy voice and the Post-Modernist

perspective on adult learning (Merrian & Kilgore, 2001), the instructional designer aims to

develop interactive timeline modules as a learning tool that efficiently articulates all stages of

NCAIP. The timeline content will range from the projects pilot implementation to completion.

This design project aims to advocate for the arts by visually displaying the effects of training K-

8th teachers on Art integration strategies and highlight the positive effect it leaves on student

overall learning experience across all educational disciplines. The goal for this project is to

contribute to the ongoing conversation /research on the importance of Art integration in the K-


8th learning curriculum, while simultaneously testing and evaluating the effectiveness of an

asynchronous self-guided training tool.

The fact is many professional educators and educational organizations do not have the

time nor the resources to research the effects of Art Integration in K-8th Curriculum. An

interactive timeline will allow these individuals the opportunity to rapidly grasp the ins and outs

of this Art Integration project. The motive for designing an interactive timeline is that the learner

will not only walk away with a solid understand of how the project functioned; but also have the

ability and motivation to share the learned content with their educational organizations and

potentially advocate for more Arts integration programs such as this one.

Analysis

Needs Assessment

Currently, NCAIP is only benefiting the program’s participating teachers, all of these

instructors have personally decided to take this training. It is unclear if the participating teachers

have continued to integrate the Arts in their classroom after complete the training. The leadership

team is also unsure if the participating teachers are taking what they learned and sharing it with

the rest of their colleagues. The program should be reaching out to more teachers in the area as

well as outside. The trainings should be motivating participating teacher to share what they

learned with their colleagues and advocate for art integration on a national level. The leadership

team does not seem to be currently addressing the sustainable aspect of the grant. The leadership

team is expecting the participating teachers to promote Art integration through word of mouth

and personal interaction. By having an influence on the national conversation of Art integration,


the program has a better chance of securing funds for another year. The goal is to be as

transparent as possible about how the grant project was implemented and run once money was

allocated to train faculty. We want to draw as much attention as possible to the issue. A self-

guided timeline has the flexibility to act as a training tool, a presentation reference, and a living

archive of the project.

Based on a needs assessment interview with NCAIP’s leadership team, there seems to be

solid communication and functionality between the leadership team and the project’s

participating teachers. There currently there are no training needs between the leadership team

and participating teachers. However, after further conversation with the leadership team, the

instructional designer found a training/educational need between NCAIP and the national art

education community.

The leadership team express interest in writing a second grand to obtain funds for another

year. The original grand required a Sustainability Plan, hence the creation of the NCAIP website.

Currently, the website acts as an art integration resource for all educators. The leadership has

begun developing a final grant report that accurately depicts how the grant money was used. By

developing an educational interactive timeline that complements the grand report and shares the

art integration strategies used to helped improve student’s success, the instructional designer

would be adding a new sustainable training component to the project. This new sustainable

training component will educator learners on the importance of Art integration and may help

justify the leadership team’s request for more funding. Inspired by the Ken Robinson’s:

Changing education paradigm video (Robinson, 2017) & the technological advancement in

developing infographics, rearticulating the NCAIP’s final grant report into a visual heavy format


and making art integration strategies accessible to educators outside of the project scope became

the focal point of the need assessment interview.

Learner Analysis

The primary target audience for this design project will be K-8th educational policy

makers, teachers, art education advocates, and the US department of education. Most if not all of

the target audience should have obtained some form of degree in higher education. Coming from

educational backgrounds, all of the primary target audience should be familiar with the

importance of receiving professional development training to improve their teaching skills. Key

words and acronyms such as lesson plan, student demographics, curriculum development,

Humanities, STEM and STEAM should all be familiar terms. The timeline will be hosted on

NCAIP’s website; open web access, allows for anyone interested in the topic locate and interact

with the timeline. The secondary audience will consist of a global audience who all contain

diverse learning styles and backgrounds. Based on the potential vastness of the audience it is

almost impossible to gauge the learner’s experience or comfort interacting with new

technologies. Computer skill will vary from learner to learner as well as learning style

preference. Educational work experience will vary from learner to learner depending on how

long they have worked in the field and in what capacity their position effects K-8th curriculum

development.

Context Analysis

Currently, Eureka City Schools is experience a shortage in teachers. Active faculty are

experience long day with little to no down time. Having to work with a set amount of grant


money, has limited NCAIP’s training opportunity to a handful of voluntary and enthusiastic K-

8th teachers. Teacher’s that did not go through the art integration training provided by NCAIP

have no concept of how the project functioned, nor do they understand the potential benefit of

Art intergradation strategies. Limited resources and teacher’s time constraint, has had heavy

influence on the interactive timeline design. With this in mind, the Instructional Designer aims to

develop an intriguing visual heavy interactive timeline. Video, audio and less word to read will

allow learners to absorb information with less effort. Ideally the interactive timeline will feel less

daunting then having to read through the complete grant report. Learners will also have the

ability to walk away from the timeline and pick up where they left off as time permits. The

NCAIP website gathered 1500 unique visitors in the first six months and over 4,200 unique

visitors in the first year and current website analytics show an increase of 6,844. The amount of

visitors continues to grow and they should all be considered as a potential secondary audience.

Content Analysis

The content structure for this design project is heavily influenced by the linear trajectory

of the project’s implementation process. Content structure and topics where initially derived

from the original grant report developed by the leadership team. After interview subject matter

expert from the leadership team, it became known that project implementation strategies varied.

For example, in 2015-16 more participating teachers had more face-to-face training then the

previous. This was due to the experience and recommendation of participating teacher from the

year before. Interactive timeline learners will be able to visually see the programs development

and growth as they progress through the timeline. After interacting with the timeline, learner will

be tested on their understanding and articulation of how the NCAIP’s functioned. Learner should


be inspired and motivated to accurately relay the learned content back to their peers and

educational institutions.

NCAIP Interactive Timeline Content Matrix

Module 1: Why Arts Integration?

(Explain the need for art integration in low preforming school. Introduce NCAIP logistics and

structure. How will implementation work? Who will be involved in the project. What resources will be

made available to participating teacher?)

Project Implementation Modules

Module 2:

Implementation

year

2014-15

Module 3:

Implementation

year

2015-16

Module 4:

Implementation

year

2016-17

Module 5:

Implementation

year

2017-18

Implementation

Process (What

grade level was

effected? What

kind of training did

Participating

teachers receive?

Were there non-art

teachers being

trained? What

subjects did they

teach?)

Piloting of 6th

– 8th grades;

teacher

professional

development

and in-class

coaching; data

collection.

6th – 8th

grades; teacher

professional

development

and in-class

coaching; data

collection.

3rd -5th grades;

teacher

professional

development

and in-class

coaching; data

collection,

analysis and

dissemination.

TK- 2 grades,

teacher

professional

development

and in-class

coaching; data

collection,

analysis and

dissemination.

Success and

Downfalls

(What was success

during this year?

What issue came

up? How did this

effect student’s

learning?)

Highlight most

effective Art

Integration

Strategies.

Visual Art

Strategies

Movement

Con

ten

t


(How did they

improve student

success?)

Showcase Student

work

(Show student work

that was heavily

influenced by

implemented art

integration

strategies)

Module 6: NCAIP Grant Report Findings

(Visually Articulate Grant report finding. Did art Intergration effect student success? How did

NCAIP effect particpating teachers? Add student and particpating teacher testimonials. )

Design

Learning Objectives

Learning Objectives for this project will consist of one overarching terminal objective

and each individual module will have its own set enabling objective, with the exception of

Modules 2-5. Modules 2-5 will all be assigned the same terminal and enabling objective assigned

because they all follow the share the same content structure. These modules are all describing

what happened within a specific academic year during project implementation. Learning content

in modules 1&6 will vary and these two modules will also contain their own set of enabling

content specific objectives.

Overarching Terminal Objective for all Modules:


From memory, online learners will be able to articulate how the NCAIP functioned and identify

art integration strategies that best fit their personal, professional, and instructional needs at all

times

Module 1: Terminal Objective: N/A

Enabling Objective: From memory, online learners will be able to identify the

benefits of art integration in K-8th curriculum with 80% accuracy.

Enabling Objective: From memory, K-8th teachers will be able to state all four

disciplines within the California Content Standards for Visual and Preforming

Arts with 100% accuracy. (declarative)

Module 2-5: Terminal Objective: Given a non-art educational lesson plan on a specific

topic, online learners will be able to identify opportunities and recommend solutions for

Art integration strategies that meet the California Content Standards for Visual and

Performing Arts. (procedural)

Enabling Objective: From memory, student will be able to identify the

implementation process discussed in the module with 80% accuracy

Enabling Objective: Given a similar educational scenario from the module’s

content, online learners will be able to identify weather it negatively or positively

impact art integration process with 100% accuracy.


Enabling Objective: Given a list of Art integration strategies Learners will be able

to correctly match the strategies to the appropriate classroom scenario with 90%

accuracy. (declarative)

Enabling Objective: Shown student art work, online learners will be able to

identify the specific art integration strategy used to influence their work with

100% accuracy.

Module 6: Terminal Objective: N/A

Enabling Objective: From memory, online learners will be able to identify the

benefits of art integration in K-8th curriculum with 80% accuracy.

Enabling Objective: Given a direct scenario from the module’s content, online

learners will be able to identify weather it negatively or positively impacted the

participating teacher with 100% accuracy.

Test Instruments

Learner will be quizzed on timeline content through each module to test their mastery of

the content. Learner will be warmly greeted with test checkpoints throughout each module. Test

checkpoint questions will be directly related to the module content most recently taught. An

example of this would be, during project implementation year 2016-17 K-2nd grade teachers were

being taught the benefit of integrating expressive movement activities in their classrooms. Upon

completely reviewing the 2016-17 portion of the timeline, Learner will be asked a multiple test

question that pertains to Movement. Automated responses will be added to each possible answer


to give learners direct feedback. If the learn does not get the test question correct they will be

prompted to answer the question again. At the very end of each module there will be a 5-8

question cumulative test. Student will have to pass with an 80% accuracy rate or better to

complete the module. The bulk the test questions will be Multiple choice and matching, one

because they are the most user friendly, and second, they are the most efficient way to test the

learning objectives above (See Appendix B).

Media and Delivery System Decisions

Context Analysis shows the target audience for this timeline are mostly working

professionals who have little to know time to research Art Integration strategies. Out of respect

for their time and educational needs, the instructional designer has decided to make the timeline

an asynchronous self-directed educational experience. Student will have the option complete all

modules or only interact with ones that pertain to their professional field of interest. Module

content will be presented with lots of visuals and a strong variation of multimedia components.

Utilizing the Universal Design for Learning guidelines, the instructional designer aim to design

for a broad range of learners (“UDL Guidelines 2.0,” 2017). Text, photos, videos and audio will

be planted throughout the timeline to assist learner is grasping the new material. Most of the

module content has already been develop and archived on the NCAIP website by the leadership

team. The interactive timeline will outline the project’s structure while simultaneously providing

learners with Art education resources utilized throughout the NCAIP. The timeline will not only

stand as a living archive of the project but also act as an educational tool that advocates for

training teachers about the benefits of integrating Art across all educational disciplines. Student

work will be woven into the timeline to demonstrate the effectiveness of teacher training and art


education lesson plan implementation. Creating this delivery system will help synthesize the

information in a much more effective learning format and this will require little to no time or

resources form the leadership team. This directly falls in line with NCAIP’s sustainability plan.

The interactive time learning module aims to follow Bloom’s Taxonomy model(cite), by

first presenting the information in a visually intriguing format that will motivate the learner to

continue click through the module and help them remember the information learned. Presenting

the information in various media format, such as text, visuals, video and audio should appeal to

all forms of learning and help learners understand the content. Through interactive activities

sprinkled throughout the timeline module, Learner will be asked to apply, analyze, and evaluate

various forms or art integration strategies. After complete the timeline module, learners will

have the confidence to implement and potentially create their own art integration strategies.

Instructional Strategies & Activities

Course Module are as followed:

Module Synopsis Activity

Module 1- Why Arts

Integration

Explain the need for art

integration in low preforming

school. Introduce NCAIP

logistics and structure.

Explain the project

implementation process.

Who will be involved in the

project. Give online

resources

-Word Doc- learning context

script

-NCAIP Slides from Website

-Photos of Local school sites

involved

-Kennedy Center Art

Integration Video

-Quiz Questions

Module 2- NCAIP Pilot

2014-15

Explain the projects pilot

process. What grade level

will this effect? Explain how

this can benefit non-art

instructors. What success

came out of pilot? Make

-Word Doc-learning context

script

- NCAIP Slides from Website

-Video

-Links to Art Integration

Strategies

https://www.artsintegration.net/march-9-ktjusd-presentation.html

http://education.kennedy-center.org/education/ceta/


https://www.artsintegration.net/april-28-ktjusd-site-leaders.html

https://www.artsintegration.net/training.html

https://www.artsintegration.net/training.html


recommendation for more

effective project pilot. Show

images of what the pilot

process looked like.

-Photos of Student work

-Art Standards matching

exercise

-Quiz Questions

Module 3- Project

Implementation 2015-16

Explain the projects first


What grade level will this

effect? Explain how this can

benefit non-art instructors.

What success came out of

implementation? Make


effective implementation.

Show images of what

implementation looks like.


script


-Video

-Links to Lesson plans used

in NCAIP


-Quiz Questions

Module 4- Project











Show images of what



script


-Video


in NCAIP


- Art Standards matching

exercise

-Quiz Questions

Module 5- Project











Show images of what



script


-Video


in NCAIP


-Quiz Questions

Module 6- NCAIP Grand

Report Findings

Create infographics that

show grant repot findings.

Explain the significance of

the project. Recommend

better practices for future

projects.

-Interactive infographic


script

-Project’s Statistics

-Inspiring Photo

https://www.artsintegration.net/masks-personal-narrative1.html

https://www.artsintegration.net/getty-mask-presentation.html

https://www.artsintegration.net/getty-mask-presentation.html

https://www.artsintegration.net/2017-steam-conference--hcoe.html

https://www.artsintegration.net/2017-steam-conference--hcoe.html

https://www.artsintegration.net/visual-storytelling.html

https://www.artsintegration.net/visual-storytelling.html

https://www.artsintegration.net/hsu-presentation-sept-18-2017.html

https://www.artsintegration.net/2017-summer-institute.html

https://www.artsintegration.net/breakout-edu--hcoe-oct-13-2017.html

https://www.artsintegration.net/breakout-edu--hcoe-oct-13-2017.html


List of Major Deliverables

Course Structure and Major Deliverables are as followed:

Development Plan

Currently, most of the learning content and recourses have already been developed by

the leadership team. Course design for modules 1-5 can begin now. The content for module


six is still being developed by NCAIP’s principle investigator. The project will run till the

end of the 2018 academic school and the principle investigator will be developing a final

grant report over the summer. All of the Timeline development work will be done by the

Instructional designer and require no cost to the leadership team. Ideal Module 1-5 will be

complete by the end of August 2018. A module 6 shell will be developed by this date as well,

when final grant report is complete the instructional designer will

Implementation Plan

All of the course content has already been created by the leadership team, the

instructional designer will create test questions to measure student learning and formulate an

evaluation process that will measure the effectiveness of the timeline. Since the interactive

timeline will live on an open online platform and the learning experience is self-driven, no

administrator or facilitator will be present. Learner will be required to have basic internet

searching skill to successfully navigate through the course. Basic computer skill consists of

knowing how to click on images and pushing play on a media player, clicking and holding down

text boxes to drag and drop them in the appropriate location. To insure learner success, there will

be a help button at the bottom of the page, that will give detail instruction on how to function

through each module.

Evaluation

Formative Evaluation


Testing the interactive timeline modules’ effectiveness will require some form of

evaluation. Give the potential vastness of user interacting with the timeline, the instructional

designer will first ask that members of the leadership team to review each timeline module from

start to finish. All members of the leadership team are considered to be content experts for this

project. The Leadership team will be surveyed for both functionality and accuracy of content.

Ideally, the Instructional designer will be present during the pilot test to conduct an observational

usability test (See Appendix C). To insure reliable test results, at least 3 out of the 5 Leadership

team members should be observed by the Instructional Designer. Each member of the leadership

team will also be asked to complete a google forms survey after complete the timeline (Appendix

D). All of the information will be populated through google forms and the results will be directly

sent to the instructional designer.

Summative Evaluation

After reviewing the leadership team’s test result from both the observation and surveys,

the instructional designer will make appropriate adjustment to the modules if need be. Next, the

instructional designer will open up the timeline to participating teachers and a randomly selected

pool people. Evaluating this population will only require them to fill out a usability survey, this

survey will be almost identical to the leadership teams survey, minus questions 1-5 that refer to

module content. Those question will be pulled from the google form before the interactive

timeline becomes accessible to this population. The evaluation process will be open for a month,

once concluded the instructional designer will analysis the data and compare results of the

participating teachers to the general population. The hope is to find little to know significant


difference between the two groups. This would mean that the interactive timeline is equally

useful and usable for both the professional education community as well as the general public.

Since the work from both the leadership team and Instructional designer are both considered

non-profit, there is no need to conduct a ROI evaluation. To assist the leadership team securing

more fund for the program, the last think the instructional designer will analyze are NCAIP’s

website analytics. The hope is to reach educational population outside of Humboldt County and

contribute to the national conversation of Art Integration.


References

About. (n.d.). Retrieved September 12, 2017, from

http://www.artsintegration.net/about.html

Changing Education Through the Arts (CETA): Professional learning for educators and

teaching artists. (n.d.). Retrieved December 15, 2017, from

http://education.kennedy-center.org//education/ceta/

Merrian, S. B., & Kilgore, D. W. (2001). Critical and Postmodern Perspectives on Adult

Learning. New Directions for Adult & Continuing Education, (89), 53-61.

Retrieved May 15, 2017.

Robinson, K., Sir. (n.d.). Watch. Retrieved October 06, 2017, from

http://sirkenrobinson.com/watch/

STEAM. (n.d.). Retrieved November 22, 2016, from http://steamedu.com/about-us/faqs/

UDL Guidelines 2.0. (n.d.). Retrieved October 06, 2017, from

http://www.udlcenter.org/aboutudl/udlguidelines

http://www.artsintegration.net/about.html


http://sirkenrobinson.com/watch/

http://steamedu.com/about-us/faqs/


Appendices

Appendix A


Appendix B

Test Instruments

NCAIP Test QuestionsCongratulations on complete this module. To your understanding of the art integration

strategies discussed in the module, we ask that you compete this quiz.

Choose the answers that best describe the benefits of art Integration.

Check all that apply.

Improves students engagement

Improve student's grammer

Improves long term memory

Allows instructors to grade student work faster

1.

Identify the four disciplines within the California Content Standards for Visual and

Preforming Arts.

Mark only one oval.

Dance, Music, Theater, & Visual Arts

Singing, Acting, Drawing, & Painting

Visual Arts, Dance, Digital Arts, & Film

Drawing, Dance, Printing, & Acting

2.

NCAIP Test Questions https://docs.google.com/forms/d/1QDDZRYQDSUaeDlpG6jUB...

1 of 3 12/15/17, 2:57 PM


Which Educational model does this art integration exercise best represent?

Mark only one oval.

The ADDIE Model

Bloom's Taxonamy

Social Learning Theory

Behaviorism

3.

Memory game, mask making, and beginning middle and end, are all examples of what

Art Integration strategy?

Mark only one oval.

Multimedia expression

Artful Thinking

Personal Expression

Mnemonic Thinking

4.


2 of 3 12/15/17, 2:57 PM


Powered by

Based on this student artwork, please identify the the specific Art integration strategy

used to influence their work.

Mark only one oval.

Students must create something that describes their holiday plans

Student are learning about salt and must use it in an art piece

Students must write a winter poem using discriptive sensory details and create a

piece of art to complement their poem.

Student can create anything they want at the end of the semeter because its the best

time for it.

5.


3 of 3 12/15/17, 2:57 PM


Appendix C

Formative Evaluation Questionnaire

NCAIP Interactive Timeline Evaluation Participants

SurveySurvey for participants in the NCAIP's Interactive Evaluation. This should be completed after

interacting with the timeline.

* Required

How would you describe the clarity of the Module Content? *

Mark only one oval.

Much Worse than Expected

Worse than Expected

As Expected

Better than Expected

Much Better than Expected

1.

How would you rate the difficulty of the tasks required in Module 1?

Mark only one oval.

1 2 3 4 5

Extremely Difficult Very Easy

2.

How would you rate the difficulty of the tasks required in Module 2-5?

Mark only one oval.

1 2 3 4 5


3.

How would you rate the difficulty of the tasks required in Module 6?

Mark only one oval.

1 2 3 4 5


4.

NCAIP Interactive Timeline Evaluation Participants Survey https://docs.google.com/forms/d/1ZnZZSIR7t1tYfxyzOJTpRN7r...

1 of 4 12/15/17, 10:09 AM


Through your experience in the North Coast Arts Integration Project. How accurate

was the timeline content?

Mark only one oval.

1 2 3 4 5

Not accurate at all Completely accurate

5.

How would you rate the ease of use of the interactive timeline application? *

Mark only one oval.

1 2 3 4 5


6.

What level of frustration did you experience while navigating through the Interactive

Timeline? *

Mark only one oval.

Lots

Some

Undecided

Hardly Any Frustration

Absolutely no frustration

7.

If you answered Lots, please specify

where.

8.

How significant was the Module content to your knowledge of Art Integration? *

Mark only one oval.

Very insignificant

Insignificant

Undecided

Significant

Very significant

9.


2 of 4 12/15/17, 10:09 AM


After completing a module how confident do you feel applying the learned Art

integration strategies?

Mark only one oval.

1 2 3 4 5

Not confident at all Very confident

10.

Did completing a Module motivate you to continue? *

Mark only one oval.

Yes

No

11.

How would you rate the difficulty of the tasks required in the Module ? *

Mark only one oval.

1 2 3 4 5


12.

What learning aspect of the Module did you find most effective? *

Mark only one oval.

Listening

Watching

Matching

Reading

13.

How likely are you to continue studying/researching Art Integration strategies? *

Mark only one oval.

Will not continue

Maybe

Definitely will continue

14.

How likely are you to complete all the modules in the interactive timeline? *

Mark only one oval.

Definitely not

Probably not

Not sure

Probably

Definitely

15.


3 of 4 12/15/17, 10:09 AM


Powered by

Would you recommended this educational timeline tool to a friend or colleague? *

Mark only one oval.

Definitely not

Probably not

Not sure

Probably

Definitely

16.

What did you like about the interactive timeline module?17.

What did you dislike about the interactive timeline module?18.


4 of 4 12/15/17, 10:09 AM

The North Coast Arts Integration Project: Interactive ......The North Coast Arts Integration...

Documents

Transcript of The North Coast Arts Integration Project: Interactive ......The North Coast Arts Integration...