Instructional Design Project:

First Grade iPod Touch Learning

Tiffany Galloway EDTECH 503 Summer 2012

Table of Contents
Synthesis Reflection Paper..........................................................................................................3 Part 1. Topic .................................................................................................................................4 1a. Goal Statement...........................................................................................................4 1b. Audience Description..................................................................................................4 1c. Rationale......................................................................................................................4 Part 2. Analysis Report ................................................................................................................5 2a1: Needs Analysis Survey...............................................................................................5 2a2: Needs Analysis Report...............................................................................................5 2b1: Learning Context.......................................................................................................7 2b2: Transfer Context.......................................................................................................7 2c: Description of Learners...............................................................................................7 2d. Task Analysis Flow Chart.............................................................................................8 Part 3. Planning ..........................................................................................................................13 3a: List of Instructional Objectives...................................................................................13 3b: Objectives Matrix Table ............................................................................................14 3c: ARCS Table .................................................................................................................16 Part 4. Instructor Guide .............................................................................................................17 Part 5. Learner Content..............................................................................................................19 5a: Learning Materials ....................................................................................................19 5b: Assessment Materials ...............................................................................................23 5c: Technology Tool Rationale.........................................................................................24 Part 6: Formative Evaluation Plan.............................................................................................24 6a: Expert Review Plan.....................................................................................................24 6b: One-to-One Review Plan............................................................................................24 6c: Small Group Evaluation Plan.......................................................................................25 6d: Field Trial Plan............................................................................................................25 Part 7. Formative Evaluation Report.........................................................................................26 7a: Evaluation Survey.......................................................................................................26 7b: Report of Exert Review ..............................................................................................26 7c: Designers Response to Review..................................................................................27 Part 8. Standards Grid ................................................................................................................27 Appendix A..................................................................................................................................33 References .......................................................................................................................33

Synthesis Reflection Paper

Instructional design is like building a garden. Designing a garden takes looking at what you have and where you can go with it or starting an entirely new process from your bare hands. Every garden is unique; however they all have a similar goal. Gardens are aligned to build off elements inside them. Each element has a role and purpose of being placed where it is. A garden needs taken care of and help to master its underlying full potential. Designing instruction takes on the role of creating a process for success based on elements. This process varies greatly depending on the audience and designer. As a garden has goals to carry out, instructional design is a goal in itself. The overall instructional goal needs to be clear in any design process. This will allow for the best possible learning experience with materials and necessary steps. At the beginning of this class, I related instructional design to the creation of lessons or in essence just lesson planning. To my surprise, I quickly learned that instructional design is a lively process with many complexities. As I jumped right into the readings, I was impressed with the aspect of instructional design and all the ways it can relate to our lives. In the Smith & Ragan text, it made it clear as to what steps to follow and how design should look and be implemented. From this text, I was able to refresh my own knowledge of various learning and teaching techniques as well as learn new design processes. I began my own design project and was able to make connections with the broken down steps we followed as a class. Peer review was a technique that helped me redefine and recreate my design along the way. The needs assessment data was so essential for my project and it made me feel more comfortable with my learning context and get an idea of what to expect from the role a designer. Planning out the steps and the instructors guide was when I really knew I had a grasp on design and everything was falling into place. I would feel comfortable giving my design to an instructor and have them follow it and reflect on their experience with offering feedback for my design. Design is essential for everyone involved in the learning process. Life-long learning is a goal for many people and we are reaching a stage where we can no longer differentiate the roles of designer, teacher and learner in a simple way (Sims & Jones, 2003). This is where ADDIE steps in and provides an organized existence of design and instruction. I believe creating and carrying out needs assessments from the beginning will ensure a more concrete goal and understanding for the design. It allows to see the learners and get their background knowledge on the specific instructional design. This design process will relate to my current professional work in a variety of unique ways. As a first grade teacher, I plan on using this process to facilitate design in my classroom. The use of a single strategy is not the key to design. I will also use the knowledge I have gained from this course to evaluate other instructional designs in my curriculum and relate it to the Smith and Ragan text. I now have many future professional goals that vary from when I started the course. I would like to get more involved in instructional design and relate it to my degree in educational technology. I will be starting my second year of teaching in the regular classroom soon. I am looking forward to sharing the process of instructional design more deeply with my colleagues, staff, and learners.

Part 1: Topic
This project is a design for students to learn how to use iPod Touches in the classroom. Part 1a: Goal Statement After 3 hours of instruction, students will be able to create a presentation on short and long vowel sounds using Storyrobe on iPod Touches. Part 1b: Audience Description The target audience will be first grade students. The learners will gain knowledge with the existing curriculum to support technology. Each student will have their own iPod Touch. Part 1c: Rationale I chose this topic based on the shift in classroom technology and Common Core standards. My grade level team received iPod touches and the district needs to know how we plan on implementing them with the students. This project meets the needs of learners by providing technology incorporated with essential reading tasks. The overall strategy for this design is supplantive. It takes on more of a facilitator role for the information processing of the learner. This project will grab the attention of learners and expectations. The main instructional strategy used is simple procedures. The steps will be presented and practiced. Although the students will have choices to various images and voice recording options, they will follow a straightforward procedure. Learners at this young age will be shown several demonstrations and step by step examples so their time may be spent on learning the technological device and not struggle with discovering procedures on their own (Smith & Ragan). Procedure: 1. Hold the iPod Touch in a friendly and efficient way. 2. Turn on the iPod Touch by locating and pressing the power button and sliding to unlock. 3. Access Storyrobe by locating the app and touching the icon. 4. Create a story by choosing the correct text. 5. Take pictures with the iPod Touch through Storyrobe. 6. Record the story using voice with the images. 7. Save the story as your name. 8. Share story by locating it in the camera roll. 9. Evaluate other stories.

Part 2: Analysis Report

Part 2a: Description of the Need Part 2a.1: Needs Analysis Survey My target audience is set for young students. I felt it was essential to get input from their parents as well. I sent an email with directions and the links to the surveys to parents of 15 first grade students. There is a survey of 10 questions just for the parents and a short survey for the actual students. I made a note to have parents further explain the questions if their child did not understand the exact wording. I received 12 completed questionnaires. These online surveys were created through Survey Monkey. Links to full surveys found at: http://www.surveymonkey.com/s/XHC7NB7 http://www.surveymonkey.com/s/XPYJ7DM First Grade Technology Questionnaire: Questions for Parents: *Student Gender_____ 1. What are (student's) academic strengths? 2. How does (student) learn best? (Hands on, individually, with groups) 3. Does your family have a computer/iPod/iPod Touch/iPad at home? -If yes, how often is this device used by (student)? -If yes, what does (student) like to do on the device? 4. What technology resources has (student) used for learning experiences? 5. What are (student's) technological skills/abilities? 6. Has (student) ever taken a picture or recorded a video on any handheld device? 7. How important is exposure to technology at school for your child? Questions for Student: 1. What do you like to do for fun? (Hobbies) 2. What is your favorite part about school? 3. Have you ever used an iPod touch before? -If yes, did you like it? Why? 4. What other technological devices have you used? Part 2a.2: Needs Analysis Report

Student Gender
Boys 0 Boys Student Gender 4 5 Girls 8 10

The beginning of the questionnaire asked for each students gender. The results I received were from 8 girls and 4 boys. The majority of parents said their childs academic strengths were in basic math facts such as, counting. Two of the parents responses included reading and three parents were not quite sure. I chose not to include academic weaknesses in the questionnaire.

Out of the 12 students, 9 of them have a computer at home; out of those 9 students 4 have access to an iPod. Three students have an iPod Touch at home, two have iPads at home, and 3 of the parents have iPhones. Two students do not have access to any device however; all students have used technology whether it has been at home, school, or with a relative.

Student Use of Technology

Monthly Weekly Daily

The results of the parent survey provided much needed information about their childs technological skills and abilities. When given a rating system of very important, important, somewhat important, or not important for exposure to technology at school; 11 out of the 12 parents chose very important with the other 1 choosing important. 100 percent of the students have used a computer before and they seem to enjoy music and games on handheld devices. Hands on activities were the most popular response for how their child learns best.

Best Outcome for Learning

9 8 7 6 5 4 3 2 1 0 Hands on Activities Individual Group Work Other

Favorite Part of School

Math Reading Recess P.E. 0 1 2 3 4 5

Based on the questions for the students, their hobbies ranged from playing video games, dancing, skateboarding, and watching the Disney channel to playing with friends. Six of them have used an iPod Touch before. They all liked it to play games on. Time spent at recess seemed to be the most popular response for favorite part about school. The iPhone was the only other device mentioned that students have played on before. As a result of this design, I hope learning on the iPod Touches will become a favorite part of school.

Part 2b: Description of the Learning Context Part 2b.1: Learning Context In the questionnaire, parents were asked if they would like their child to have more exposure to technology at school. Based on the responses, 100 percent of them feel it would be beneficial. One parent specifically mentioned it would be great because their child did not have any access at home. The learning context is based on a classroom full of first grade students given a step by step routine process to use and create a story on the iPod Touch. For students to complete this instructional design project, they will need to follow procedures on holding the iPod Touch correctly, turning it on, touching the correct app, taking pictures, and recording voice. Each step will be demonstrated and then practiced right away by the students. The learning goals are to have students understand the use of technology, apply a technological device to analyze what they are learning, create a meaningful Storyrobe presentation, and evaluate other presentations. The learning environment for my project will be set in a first grade classroom. First grade students will be given these hand held devices and use the current reading curriculum Imagine It to design a short presentation. Existing curriculum is there to support this project and there is enough iPod Touches for each student to have their own. Students will have their desk areas and the classroom as their work space. The school system and organization this project will take place in will be supportive and it aligns with the philosophy of teaching and learning. There will be approximately 15 students participating in this project. Part 2b.2: Transfer Context Students may use the knowledge gained from this project in other classroom activities to take images and record their voice. This knowledge may be seen on the outside at home or in extracurricular activities where even these students may show family members how to take pictures or make a family story with images and voice descriptions. Students may transfer this device knowledge to another Apple device such as, an iPad or iPhone. Part 2c: Description of Learners The students participating in this instructional design are both boys and girls ages 6 and 7. These students go to a school with 70 percent free and reduced lunches and a high ELL population. 75 percent of the students surveyed have access to a computer at home. This does not intake Internet access of households. Based on the data, the participants should have a great interest in using an iPod Touch because they have either used one and had fun or have seen one and was not able to use it.

Technological Skills/Abilities of Students

10 5 0 Proficient Average/Basic Below Basic Proficient Technological Skills/Abilities of Students 6 Average/Basic 4 Below Basic 2

Technology at Home
10

0 Computer iPod iPod Touch iPad

iPhone

Tablet

None

Part 2d: Task Analysis Flow Chart

Objective 1

Objective 2

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Objective 3

Objective 4

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Objective 5

Objective 6

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Objective 7

Objective 8

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Objective 9

Part 3: Planning
Part 3a: Learning Objectives 1. Students will be able to display the appropriate way to hold an iPod Touch. 1.1 Hold it accurately with one hand and use the other hand to touch the screen. 2. Students will be able to demonstrate turning on and off the iPod touch. 2.1 Locate the power button. 2.2 Touch the screen to unlock the iPod Touch. 3. Students will be able to access Storyrobe. 3.1 Locate the app on the home screen and touch the correct icon. 3.2 Choose Create a Story to begin the presentation.

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4. Students will be able to apply the iPod Touch to analyze short and long vowel sounds. 4.1 Explore items with short and long vowel sounds. 4.2 Face the iPod Touch to clearly see the items in the screen. 5. Students will be able to identify the necessary steps to follow when taking a picture. 5.1 Take a picture of each object by touching the camera image in the bottom-center of the screen. 5.2 Choose YES to continue taking pictures. 6. Students will be able to apply the camera roll of the iPod Touch. 6.1 Locate the camera roll and choose pictures from the camera roll to use in presentation. 6.2 Apply the camera roll after picture is taken. 7. Students will be able to construct an audio/visual Storyrobe presentation. 7.1 Design a presentation using voice and images. 7.2 Record voice with each image portraying the vowel sound. 8. Students will be able to present their video production. 8.1 Upload story presentation to YouTube. 8.2 Play uploaded story presentation. 9. Students will be able to evaluate other classmates presentations. 9.1 Given a rubric, students will grade other presentations. Part 3b: Matrix of Objectives, Blooms Taxonomy, and Assessments Learning Objectives (a) 1 1.1 2 2.1 2.2 3 Blooms Taxonomy Classification (b) Application Application Application Application Application Application Format of Assessment (c) Performance Performance Performance Performance Performance Performance Description of test form (d) Observation Observation Observation Observation Observation Observation Sample items (e)

Hold the iPod Touch Touch the screen Turn on and off the device Locate power button Slide to unlock Access Storyrobe

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3.1 3.2 4 4.1 4.2 5 5.1 5.2 6 6.1 6.2 7 7.1 7.2 8 8.1 8.2 9 9.1

Application Application Application Knowledge Application Application Knowledge Knowledge Application Synthesis Knowledge Synthesis Application Application Synthesis Application Application Evaluation Evaluation

Performance Performance Performance Performance Performance Performance Performance Performance Performance Performance Performance Performance Performance Performance Performance Performance Performance Paper and Pencil Paper and Pencil

Observation Observation Observation Observation with rubric Observation Observation with checklist Observation Observation Observation Observation with checklist Short Answer Observation Observation Observation Presentation Observation Observation Fill in the chart Fill in the chart

Locate the icon Begin creating the story Analyze short and long vowel sounds Explore different objects Place object to be seen in the screen Demonstrate how to follow steps to a picture Take the pictures Continue taking picture when prompted Apply the camera roll Locate and identify desired images Apply camera roll after image is taken Produce an audio/visual file Design presentation Record voice with images Produce presentation Upload to YouTube Present YouTube video Assess other presentations Complete rubric

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Part 3c: ARCS Table ARCS Table ATTENTION A.1. Perceptual arousal A.2. Inquiry arousal A.3. Variability
o o o

First Grade iPod Touch Learning

The instructor will show and demonstrate the use of the iPod touch. The instructor will have the learners brainstorm ideas on what they already know about iPod touches and what they would like to know about iPod touches. Attention will stay constant through demonstration and working with the iPod touch by discussing their presentation throughout the process.

RELEVANCE R.1. Goal orientation R.2. Motive matching R.3. Familiarity

o o o

The instructor will share expectations with learners and demonstrate the Storyrobe application. Learners will choose what images to take, identify the correct vowel sounds, and record voice expressing each object and sound. The instructor will use what learners already know about the device and apply it to their current reading curriculum.

CONFIDENCE C.1. Learning requirements C.2. Success opportunities C.3. Personal control
o o

The instructor will go step by step for learners and provide sharing and learning opportunities throughout the process. The instructor will share learner successes as they go. Learners will be asked to share their thinking during short breaks. The instructor will give learners a time frame to complete goals to keep track of their own progress.

SATISFACTION

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S.1. Natural consequences S.2. Positive consequences S.3. Equity

o o

Learners will be provided with alternative Storyrobe opportunities in various subject areas. Learners will share presentations individually to celebrate successes and receive constructive feedback from instructor and classmates. The instructor will allow students to share what they have learned from this project and see how they met expectations.

Part 4: Instructor Guide

Introduction Gain Attention: Gain the attention of learners by demonstrating how an iPod touch works. Show how to hold it and turn it on and off as well as record your voice and play it back to the learners. Next, use a video of a student example in Storyrobe. Sample video to use to gain interest: http://youtu.be/JZt9AaK7Qdk Inform Learners of Purpose: After attention is gained, clearly communicate the goals of the project and what is expected of them. Indicate that each of them will be given the opportunity to create their own Storyrobe presentation using an iPod touch. Discuss the importance of their reading and sounds as well as being respectful during the creation process. Express to learners that at the end of this project they will be able to Hold the iPod Touch in a friendly and efficient way. Turn on the iPod Touch by locating and pressing the power button and sliding to unlock. Access Storyrobe by locating the app and touching the icon. Create a story by choosing the correct text. Take pictures with the iPod Touch through Storyrobe. Record the story using voice with the images. Save the story as your name. Share story by locating it in the camera roll. Evaluate other stories.

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Arouse Interest and Motivation: Provide a setting to brainstorm iPod touches with the learners. Create a KWL chart about what they already know about the device, what they would like to know about it, and then at the end have them return to state what they learned. This will allow learners to think about the device itself and how they can relate to it. Provide Overview: It is important to remember the learners age and go at a pace that fits their needs. Explain that they will have 3 days to work on their presentation with an hour each day. The first steps are going to be holding the iPod touch in a friendly way and turning it on and off. Express to learners the importance of being careful with the device and they will go in steps to complete their vowel presentations. Body Recall relevant prior knowledge: Instruct learners to review vowel sounds and observe any trouble areas. Have learners share stories of using an iPod touch or any other mobile device. Discuss what they liked the most and least about their experiences with the particular device. Present information and examples: Display the iPod touch on the board using a document projector to go through locating and starting a Storyrobe presentation, including how to access the application. Allow time for questions and have learners come up to the board and practice. Focus Attention: Each learner will be given and iPod touch at this point. First, have each student find the application and begin Create a Story. Practice finding and taking pictures of objects with each vowel sound. Give individual learners a chance to share what they are finding. Employ Learning Strategies: As learners are ready, allow them to begin recording their voice to describe the vowel sound to each image. Keep the learners at a constant pace during this part to ensure engagement. Practice or Provide for and Guide Practice: Give each learner the opportunity to express what they are learning from the project. At this point, give each learner a partner to compare how they are doing. Give instructions to the partners to provide feedback to help their partner by looking at each of their presentations individually.

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Evaluate Feedback or Provide Feedback: Help the learners evaluate their own presentation by playing it through and listening to their voice. Observe them and provide feedback in any necessary areas of the presentation. Have learners save their final projects as their name. Conclusion Summarize and Review: Begin by reviewing the steps to hold, turn on and off, and take pictures using the iPod touch. Have various learners demonstrate the proper way to do these goals and use the correct terminology. Enhance Transfer: Once the story presentations are complete, have students upload their story to YouTube directly from Storyrobe. These should all be uploaded under one private YouTube account. Demonstrate and display this process on the board while the students conduct it themselves. Remotivate and Close: Have learners return to the KWL chart and describe what they learned as an outcome of this project, with the focus on the iPod touch. Assess Learning: Each learner should play their presentation for the class. This can be completed right from YouTube. Each learner should assess other presentations through a friendly rubric consisting of matching objects with vowel sounds as well as voice narration and getting it uploading. After each presentation, provide feedback and have other learners share one thing they enjoyed about the presentation seen. Provide Feedback and Remediation: Learners will receive feedback consistently throughout the presentation process. At the end of the project, learners will receive feedback and evaluations from classmates.

Part 5: Learner Content All learning materials were created by Tiffany Galloway
Part 5a: Learning Materials The learning materials for this project consist of the iPod Touch and the Storyrobe application. Items around the classroom will be used based on preferences and student choice. It can be as structured or not as structured as the instructor feels comfortable with. These images will be used after the goal is clearly stated and the learners know what is expected of them.

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Material Explanation With the use of these images and previous flow charts, the instructor can emphasize the use of the iPod Touch and use the resources to guide/aid instruction. These images can be displayed on the projector to help students know what their screen should look like at each step of the project. Part 5b: Formative and Summative Assessment Materials Performance assessment will occur throughout the project. The instructor will observe Storyrobe application by the students and how they handle the iPod Touch. The instructor will also have students give short answer responses on how they are doing a particular step. This will allow the learner to demonstrate knowledge of goals. This checklist will be used to ensure they can take a picture to begin with. It can be written on the board, overhead, or projected. Click on the text that says Take Picture. Hold the iPod Touch next to an object in the classroom that contains the short (a) sound. Face the iPod Touch to clearly see the object in the screen. Take a picture of the object by pressing the camera image in the bottom-center of the screen. Classmates will evaluate final presentations using this guide. Name____________________ Presenters Name__________________________ *Circle a smiley face for each completed task. Circle a sad face if the task is incomplete.

Presentation uploaded to YouTube

Presentation includes all short vowel sounds with pictures. Presentation includes all long vowel sounds with pictures. Story has voice and images. Story is titled with first name.

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Part 5c: Technology Tool Rationale

Tool Whiteboard or computer with projector: Use: Create a KWL on the board or given area of available classroom. Rationale: This will allow the instructor to have the necessary space to record student thinking and be able to return to it to complete the learning process. Clipboard/Sticky Use: Written observation of learners Notes Rationale: The majority of assessment takes place as observation, documenting various observations will show learners struggles and successes throughout the process. iPod Touch Use: To create a presentation on short and long vowel sounds. Rationale: The Storyrobe application will be in use with the devices to create a valid technological experience related to current curriculum. Part 6: Formative Evaluation Plan
Part 6a: Expert Review
The Subject Matter Expert for this project will be Elizabeth McLaughlin. She is an elementary teacher who has grade level team experience with using mobile devices in the classroom. I submitted my design to her th th on July 20 and received feedback July 24 . I had her complete a survey using the questions below. Are the stated learning objectives and overall goal clear? Please explain. Are there any changes/modifications you would make to the instructor guide? Is there enough information given for immediate implementation? Do you think this design will be valuable to implement in the classroom setting? Why or why not? Is the instruction appropriate for the target learners of first grade students?

Part 6b: One to One Evaluation The designer will try out the instructional process with two first grade students. The designer will focus on clear directions and make sure there are no missing directions or inadequate examples. The designer will work with one student at a time to focus on the draft of instruction for the final Storyrobe presentation. The audience is first grade and the designer must pay close attention to what the learners are completing and how they are demonstrating the design

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process. The learners should be asked to express any thoughts as they go through the task. As a result, the designer will get questions answered to finalize the project and fix necessary areas. Are learners having any problems with the instructions? If so, at what point of the design? Do the learners know what to do during the procedures? Are learners having difficulty with the vocabulary? Are there any directions that learners find confusing? What areas were the most difficult to complete?

Part 6c: Small Group Evaluation A small group evaluation would be conducted after the one to one evaluation. The small group would consist of six first grade students and another instructor using the materials. This allows the designer to watch and observe to answer the following questions. Do learners have the skill set necessary to complete the project? If learners have the skills, did they succeed? If learners did not have the beginning skills, did they succeed? How are the learners feeling during the instruction? Is the time frame appropriate for the learners? What areas are the learners successful and not successful?

Part 6d: Field Trial The field trial will take place after the small group evaluation to make sure the necessary changes were made and implemented into the instruction. Three first grade teachers will implement this design with their classes. This will allow for a large enough sample of the target audience to make a confident prediction of its effectiveness (Smith & Ragan). Feedback on the following questions would be essential from each of the teachers. Can the instruction be completed as it was given? What would you change? What types of issues did you encounter with the design? What skills did your learners have at the beginning of the design? Is the given time frame accurate for completion? If not, how would you change it? Are there any other adaptations you made or would make to the design?

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Part 7: Formative Evaluation Report

Part 7a: Evaluation Survey I chose to create a survey to have my expert review. I thought a survey would provide an opportunity for valid and thoughtful responses. Here is the direct link. http://www.surveymonkey.com/s/NRSJNY8 Part 7b: Results of Expert Review 1. Are the stated learning objectives and overall goal clear? Please explain. Your learning objectives seem clear and precise. They are broken down very well. For example, with objective 1, by explaining exactly how the hands should be while holding the iPod, there is little room for confusion. The only question I have is if there are any steps to uploading the presentation to YouTube that need to be included? I see that it's included in the instructors guide so maybe it doesn't need to be included in the objectives. 2. Are there any changes/modifications you would make to the instructor guide? Please explain. The instructor guide is well planned and well written. It uses good learning strategies; I especially like the KWL chart and the partner sharing before they begin. There seems to be enough information for the lesson to run smoothly. The only questions I have are listed below. Should there be a review of the vowel sounds included before the project starts? - Under employ learning strategies, it says to have students begin their presentation as they are ready. Will this be as a group, or individually? Should there be any mention of how the time will be split up from day to day? 3. Is there enough information given for immediate implementation? I believe there is enough information for the instructors to begin using this project as is. If I were to give any suggestions it would be to break down the time frame. 4. Do you think this design will be valuable to implement in the classroom setting? Why or why not? I do think this project is of value. As you mentioned, there is a strong shift toward implementing more technology into the classroom. Getting student familiar and proficient with technological tools early will be very helpful to them. Also, again as mentioned, this tool can be used for many more projects in the future. 5. Is the instruction appropriate for the target learners of first grade students? Please explain your reasoning. I believe 1st grade students will do very well with this project. The steps are broken down clearly for them, and I don't see any areas where most students will struggle. Today, most young children are already fairly technologically skilled. As this project has the students interacting with each other so frequently, those who may be struggling will receive a lot of peer support. It looks like a great project!

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Part 7c: Change I received very valuable feedback as a result of my expert review. I want to break down the time frame to make it more realistic for the instructor; however with students it is so important to remain flexible as well. I will break down the three hours into four 45 minute sessions in various days for first graders. This allows them time to get started and objectives accomplished each day; however not a long enough period of time to get distracted away from the project. This review prompted me to think about the task itself and I will have the students begin as a group and then progress individually with peer help at different steps of the project. I think adding a review of vowel sounds prior to the lesson is a great suggestion and a valuable component for the learners. As the instructor, students should know their sounds and be ready to accomplish the technology portion with their reading abilities. By knowing the learners, it will tell you what kind of review they might need and into how much detail. A five to ten minute warm-up review may be all it takes to get started.

Part 8: AECT Standards

Professional Standards Addressed (AECT) The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies X X X X X X X X ID Project ID Project ID Project ID Project ID Project Selected Discussion Forums; ID Project ID Project ID Project

X X X

ID Project Reading Quiz; ID Projects (all assignments)

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2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning

(all assignments) ID Project

X ID Project X ID Project X

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

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6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design

8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. ii. Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation

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12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design 1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing

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1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.

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2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies. 3.0 Utilization 3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption 4.0 Management (none specifically addressed in 503) 5.0 Evaluation 5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics,

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define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. SMET = School Media & Educational Technologies

Appendix A:
References Sims, R. & Jones, D. (2003). Where practice informs theory: Reshaping instructional design for academic communities of practice in online teaching and learning. Information Technology, Education and Society, 4(1), 3-20. Smith, P. L. & Ragan, T. J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.