EDTECH 503 ID project_action_buttons

Spring 2014

Instructional Design Project Using Images and Action Buttons in a

PowerPoint Presentation for use in

MJUSH 3933

EDTECH 503, BOISE STATE UNIVERSITY

BY: KATHRYN BOOTH

Instructional Design Project / EDTECH 503 / K. Booth

Table of Contents Part 1. Topic ........................................................................................................................................................ 2

1a: Goal ........................................................................................................................................................... 2

1b: Audience ................................................................................................................................................... 2

Part 2. Analysis Report ....................................................................................................................................... 2

2a1: Needs Assessment Survey ...................................................................................................................... 2

2a2: Needs Analysis Data ............................................................................................................................... 2

2b: Learner needs and characteristics ............................................................................................................ 3

2c: Learning Context Description ................................................................................................................... 3

2d1: Transfer Context Description ................................................................................................................. 4

2d2: Context Analysis Flow Diagram .............................................................................................................. 5

Part 3: Planning................................................................................................................................................... 8

3a: Rationale Need ......................................................................................................................................... 8

3b: Learning Objectives .................................................................................................................................. 8

3c: Objectives Matrix Table ......................................................................................................................... 12

3d: ARCS Table ............................................................................................................................................. 14

3e: Instructor’s Guide .................................................................................................................................. 15

3f1: Learning Materials ................................................................................................................................. 17

3f2: Assessment Materials ........................................................................................................................... 17

3g: Selecting Technology Tools..................................................................................................................... 18

Part 4: Evaluation ............................................................................................................................................. 18

4a: Evaluation Plan ....................................................................................................................................... 18

4b: Expert Review ......................................................................................................................................... 19

4c: Evaluation Survey .................................................................................................................................... 19

4d: Results of Expert Review ........................................................................................................................ 20

4e: Comments............................................................................................................................................... 21

4f: Reflective Synthesis ................................................................................................................................. 21

Appendix A: Survey Monkey Questions ........................................................................................................... 23

Appendix B: Survey Data .................................................................................................................................. 24

Appendix C: Video Tutorial Links ...................................................................................................................... 35

Appendix D: Grading Rubric ............................................................................................................................. 36

Appendix E: Resource Aid ................................................................................................................................. 37

Appendix G: Post Project Student Survey ........................................................................................................ 43


Part 1. Topic

1a: Goal Learners will create a 5-slide Power Point presentation with text, image, and action-buttons

included in order to gain basic skills needed for using 21st century presentation skills in their online

course.

1b: Audience Learners are eighth grade students beginning an online history course. They attend Christa

McAuliffe Academy in Palm Beach County, Florida. These students are in the high

preforming/gifted program at the academy and have chosen to take the history course online in the

technology lab at their school. They work on their course in the lab for four 90 minute periods, four

days per week during the traditional school year. Christie McAuliffe Middle School prerequisites

for learners participating in the FLVS online course in their virtual learning lab include experience

with basic computer operation, math and reading levels on state standardized test scores three or

above, and recommendation from previous year teacher regarding learners’ ability to successfully

work autonomously and in cooperative groups. Learners’ experience with Microsoft PowerPoint

will vary, ranging from very little experience to being very proficient with the program. Learners

are both male and female. Approximately 6% of eighth graders at this school are part of the ELL

program.

Part 2. Analysis Report

2a1: Needs Assessment Survey

The Needs Assessment Survey was created for online access via Survey Monkey. Thirty-three

incoming eighth grade virtual lab students completed the survey after being provided the link

https://www.surveymonkey.com/s/VWR7Y69 through their course email. The survey was

completed independently by students during lab seat time. Appendix A includes the Survey Monkey

questions.

This survey collected information regarding students’ age, grade level, computer usage, and a self-

assessment of PowerPoint skill level to include use of images and action buttons in a PowerPoint

presentation.

2a2: Needs Analysis Data

100% of the learners participated in the survey. Of the 33 learners, 26 are female and 7 are male.

All are eighth grade students beginning an online virtual history course at their local middle school.

All but 3% of the participants have a computer at home with the majority, 76%, using a PC.

Appendix B details the specific computer uses.

All learners indicate they have experience using PowerPoint with self-evaluated skill levels ranging

from novice to proficient. Skill level for this learning group is divided between basic skills, 45%, to

proficient, 48%, with only 6% having very little experience with PowerPoint. Further data supports

skill level with 6% having used PowerPoint zero to three times, and 48% of students having used

https://www.surveymonkey.com/s/VWR7Y69


PowerPoint ten or more times. Learners at the basic level have created between four and ten

PowerPoint presentations.

In regard to use of images and action buttons within a PowerPoint presentation, all learners indicate

having the skill to include an image in a presentation with the majority, 52%, having no experience

including action buttons in a presentation.

One learner, of the thirty-three, has a primary language other than English (Tamil).

2b: Learner needs and characteristics

Because the learners’ skill level was self- assessed, the validity of data pertaining to proficiency is

considered. With learners reporting a difference in skill level in the use of PowerPoint

presentations and using action buttons, this instructional design will need to incorporate features to

accommodate varied learning levels. Additionally, because there is the possibility of a language

barrier, ELL strategies such as images to support text and speech will need to be included.

2c: Learning Context Description

Facilities, equipment, resources

Instruction will be completed in the virtual learning lab at Christa McAuliffe Middle School. The

lab is outfitted with forty computer stations arranged in five groups of eight. Each group is arranged


with four stations facing another four stations. Learners have the option of using a standard issued

chair or stability ball seating. Each computer station is equipped with a Dell Precision T1700 Small

Form Factor Workstation having a 4th Gen Intel® Core™ i3-4130 processor (dual core, 3.40GHz

3MB, w/ HD Graphics 4400), Windows 7, 4GB RAM, 500 GB hard drive and a Dell 23 Touch

Monitor - P2314T. Microsoft Office suite 2010 to include Word, Excel, PowerPoint, Publisher and

Lync Accessories include Logitech H340 USB Headset with microphone. High-speed Internet is

connected to the Palm Beach County School district server.

Instructor/Facilitator/Curricula

Learners are enrolled in the MJUSH Florida Virtual School (FLVS) course with the curriculum

being both asynchronous and synchronous; the mode is dependent on the course module. This self-

paced course is delivered online through FLVS with course standards meeting and exceeding state

standard curriculum requirements. All students have the same remote instructor whom they

communicate with via email, Lync, Blackboard Elluminate, and telephone- voice and text. The

instruction for this project will be delivered by means of instructional videos and written instruction.

A lab facilitator is responsible for classroom management, monitoring learners’ use of lab time,

organizing schedules to accommodate both Christie McAuliffe Middle School and FLVS.

Additionally, the lab facilitator assists with equipment functionality, basic student classroom needs,

and works closely with the FLVS course instructor.

2d1: Transfer Context Description

Throughout the online History course students are required to transfer their learning in the form of

PowerPoint presentations. Assessments in the form of presentations are submitted to the course

instructor for grading. Assessment grading rubrics include 21st century presentation skills. After

completing this instruction, learners will have the skills necessary to meet the “Exceptional”

standards on the grading rubric for each presentation submitted for grading. Skills gained in this

instruction will also be transferable to courses outside of the MJUSH classroom. Not only will

students have the skills needed to be successful with presentation skills in this course but will be

able to take these skills to other online courses, projects in F2F classrooms, and personal

presentations.


2d2: Context Analysis Flow Diagram


Part 3: Planning

3a: Rationale Need

Throughout this online course, students will be required to create a Power Point presentation. These

presentations are graded not only on the lesson content students will encounter in the course, but

also on 21st century skills. This project provides the instruction and experience for students in

creating effective PowerPoint presentations. The skills learned in this program provide a foundation

of skills to build on that will not only transfer to the students’ assessment requirements throughout

this course, but all of their online courses and assessments requiring 21st century presentation skills.

These basic 21st century skills can also be transferred to presentation projects in traditional courses

as well as personal presentation applications.

Additionally, the created instructional video and students’ personal responses to categories in the

presentation support the relationship building process between instructor and student. Best

practices indicate that “Positive relationships between teachers and students are among the most

commonly cited variables associated with effective instruction.”(Educational Leadership, R.

Marzano, March 2011 | Volume 68 | Number 6, What Students Need to Learn Pages 82-83). The

content shared between learner and instructor in this project provides background knowledge of

each and acts as a building block for constructing a positive instructor-learner relationship.

3b: Learning Objectives 1. Students will be able to view an instructional video

1.1 Using a computer mouse, student will be able to open the Instructional Video link

provided on the Assignment Activity page in their course by left clicking on the

provided link.

1.2 Student will view the instructional video from their desktop.

2. Student will open PowerPoint application from the desktop and setup 5 blank slides.

2.1 Student will be able to open PowerPoint application by left clicking on the PowerPoint

icon on the computer desktop.


2.2 Student will be able to create blank slide layout by clicking on “layout” on tool bar and

selecting “blank”

2.3 Student will be able to duplicate slide 4 times by right clicking then selecting duplicate

from the drop down menu 4 times.

3. After creating a 5-slide blank presentation, student will be able to create a text box, type and

format text on a slide.

3.1 Student will left click inside of first slide, select insert and text box from tool bar.

3.2 Student will type title page “Presentation Literacy Skills Assignment 1A by: [student

first name last name].”

3.2.1 Student format text font style, size, and color, and position by highlighting text

and using drop down menus from toolbar for formatting.

3.3 Student will insert and select text box from the tool bar and type “Subject” press tab

“Goals” press tab “Know” press tab and “Learn.”

3.3.1 Student format text font style, size, and color, and position by highlighting text

and using drop down menus from toolbar for formatting.

3.4 Student will be able to move to slide 2, insert text, and format

3.4.1 Student will left click cursor on slide 2 and insert new text box

3.4.2 Student will type “Subject” and format text font style, size, and color, and

position by highlighting text and using drop down menus from toolbar for

formatting.

3.4.3 Student will right click cursor outside of text box, select insert and text box from

the tool bar and type in their favorite subject.

3.4.4 Student will format text font style, size, and color, and position by highlighting

text and using drop down menus from toolbar for formatting.



3.5.2 Student will type “Goals” and format text font style, size, and color, and

position by highlighting text and using drop down menus from toolbar for formatting.


3.5.3 Student will right click cursor outside of text box, select insert and text box

from the tool bar and type in their goals for the course.

3.5.4 Student will format text font style, size, and color, and position by

highlighting text and using drop down menus from toolbar for formatting.



3.6.2 Student will type “What I Know About History” and format text font style,

size, and color, and position by highlighting text and using drop down menus from

toolbar for formatting.


from the tool bar and type in what they already know about history.



3.7 Student will be able to move to slide 5 insert text, and format


3.7.2 Student will type “What I What to Learn About History” and format text font

style, size, and color, and position by highlighting text and using drop down menus

from toolbar for formatting.


from the tool bar and type in what they would like to learn about history.



4. Student will be able to add an image to a PowerPoint slide using clip art

4.1 Student will left click on slide two, and select insert and clip art from the tool bar.

4.2 Student will type home into the search box and double click image of choice

4.2.1 Student will left click on image and drag to the bottom right corner of slide

4.2.2 Student will add the home image and move home image to bottom left of slides

3-5


4.2.3 Student will add a clip art image corresponding to text on slides 2-5

4.2.4 Student will left click on image and drag to selected space on slide.

5.0 Student will be able to add action buttons to slides

5.1 Student will add an action button to Subject, Goals, Know, and Learn on title slide

5.1.1 Student will insert a hyperlink to Subject by highlighting the text, selecting

Action on the tool bar and selecting hyperlink then next slide in the drop down

menu.

5.1.2 Student will insert a hyperlink to Goals by highlighting the text, selecting

Action on the tool bar and selecting hyperlink, Slide, then Slide 3 in the drop down

menu.

5.1.3 Student will insert a hyperlink to Know by highlighting the text, selecting


menu.

5.1.4 Student will insert a hyperlink to Learn by highlighting the text, selecting


menu.

6. Student will add action button to connect home image to the home page

6.1 Student will add an action button to home image on slides 2-5 by left clicking on home

image, selecting Action on tool bar, and hyperlink, Slide, Slide 1 in the drop down menu.

7. Student will self-assess presentation for effectiveness

7.1 Student will open grading rubric or have printed copy for viewing

7.1.2 Student will view completed presentation for assessment by selecting

Slideshow and From the Beginning on the tool bar.

7.1.3 Student will use rubric to evaluate their work for accuracy and effectiveness by

checking for text, formatting, and operating action buttons.

7.1.4 Student will revise slides if needed.

8.0 Student will save and submit their completed presentation for grading.

8.1 Student will save the file to the desktop

8.2 Student will access assignment assessment in course and upload the completed file for

grading.


3c: Objectives Matrix Table

Objective

Number

Bloom’s Classification Scaffolding Strategy Assessment Type

1 Application Supplantive Performance

1.1 Application Supplantive Performance

1.2 Application Supplantive Performance/self-

assessment

2 Application Supplantive Performance

2.1 Application Supplantive Performance


assessment


assessment

3 Application /Synthesis Supplantive/Generative Performance/self-

assessment


assessment

3.2 Application/Synthesis Supplantive/Generative Performance/self-

assessment

3.2.1 Application Supplantive Performance/self-

assessment


assessment

3.3.1 Application/Synthesis Supplantive/Generative Performance/self-

assessment


assessment


assessment


assessment


assessment

3.4.4 Application /Synthesis Supplantive/Generative Performance/self-

assessment


assessment


assessment


assessment


assessment


assessment


assessment

4 Application Supplantive Performance/self-

assessment



assessment

4.2 Application/Synthesis Supplantive/Generative Performance/self-

assessment


assessment


assessment


assessment


assessment


assessment


assessment


assessment


assessment


assessment


assessment


assessment


assessment


assessment


assessment

7.1.2 Application/Evaluation Supplantive/Generative Performance/self-

assessment


assessment


assessment


assessment


assessment


3d: ARCS Table

ATTENTION

A1. Perceptual Arousal

Students view teacher’s personalized introduction and video tutorial

A2. Inquiry Arousal

Ask students to think about what their personal responses will be to the introduction

questions to create their presentation

A3. Variability

Student has choices in formatting and responses to presentation question will be unique to

the individual.

RELEVANCE R1. Goal Orientation

Share goals with students

Share grading rubric with students

R2. Motive Matching

Explain how presentations using 21st century skills earn higher grades

Skills can be transferred to other course and personal use for sharing with family and

friends

R3. Familiarity

Visual video and step instructions document with snag-it images provided

Tutorial models actions and thought process

Posted and shared context analysis flow diagram

CONFIDENCE C1. Learning requirements

Grading rubric/self-assessment provided

Video tutorial showing actions and thought process

Document with step-by-step instruction with images provided

C2. Success opportunities

Self-assessment with options to personalize presentation throughout

Complete at own pace with option for revisions

Encouraged to contact instructor via text, phone, or Lync for immediate assistance

Lab facilitator provides instant feedback and monitoring for success

C3. Personal control

Personalized formatting and responses

Complete at own pace with option for revisions

SATISFACTION S1. Natural consequences


Skills will be used immediately applied and routinely used in course assessments

Instructor-student relationship building is initiated through shared personal responses

S2. Positive consequences

Successful use of basic 21st Century presentation skills will boost student confidence and

increase scores on course presentation assessments.

S3. Equity

Feedback, evaluation, and assessment throughout project

Expectation of success for all learners

Skills acquired will save student time in course when creation of a presentation is a

required part of course assessments

(Keller, 1987, p. 2)

3e: Instructor’s Guide

Due to the online format for the project, instructor will need to create an introduction video tutorial

prior to the start of the course. Instructor has the option of creating personalized tutorials for the

project following the guidelines provided by the subject matter expert or using the existing tutorials

and links created by the subject matter expert (Appendix C). Tutorials will be recorded using

TechSmith Snagit, converted to mp4 using HandBrake (to convert and compress video to max

20MB each), then uploaded to the server. Links will be prepared and shared with learners and lab

facilitator.

Instructor will need to meet with lab facilitator prior to the start of the project to ensure students

have completed lesson preceding this project, and have learning materials and resource aids in

place.

Instructor will follow the outline below for optimal content as determined by the subject matter

expert:

Introduction

Introduction Video:

http://learn.flvs.net/educator/common/Booth/IntroductionPclsAssignment1a-1.mp4

Introduce self and provide image of self to gain learner attention

Explain goal of project as it relates to the learner

Explain how skills will be transferred to course assignments as well as traditional course

assessments and personal use

Explain transfer of personalized responses between instructor and student

Point out reference aids available, suggesting learners’ use a combination of resources for

optimal performance

Note: Lab facilitator will remind learners’ about the reference aids available and will circulate to

monitor student use of aids as needed.



Body

Video Tutorial 1: setting up 5-slide presentation with formatted text

http://learn.flvs.net/educator/common/Booth/VideoTutorial1SlidesTextFormatting-1.mp4

Walk learners through the steps needed to create 5 blank slides in a PowerPoint presentation

Walk learners through steps needed to add text in a text box

Walk learners through step to format font style, size, color and position of text on a slide

Video Tutorial 2: inserting images into the presentation http://learn.flvs.net/educator/common/Booth/VideoTutorial2Images-1.mp4

Walk learners through steps needed to insert clip art image corresponding to theme of each

slide

Walk learners through steps needed to re-sizing image

Walk learners through steps needed to positioning image on slide

Walk learners through steps needed to add a home image/button to slides 2-5

Video Tutorial 3: adding action buttons to text and images

http://learn.flvs.net/educator/common/Booth/VideoTutorial3-1.mp4

Walk learners through steps needed to link title slide sub-headings to corresponding slides

Walk learners through steps needed to link home image/button to title slide

Video Tutorial 4: Self-Assessment


Walk learners through using grading rubric to self-assess their work

Explain how to make revisions to slides if needed

Video Tutorial 5: Enrichment - optional

http://learn.flvs.net/educator/common/Booth/VideotTutorial5Enrichment-1.mp4

Explain the Enrichment portion of presentation is optional. Learner will not be penalized for

skipping content in Tutorial #5.

Walk student through formatting backgrounds

Walk student through linking images on slides 2-5 to external sites

Video Tutorial 6: Save and Submit for Grading

http://learn.flvs.net/educator/common/Booth/SaveSubmit-1.mp4

Walk learners through saving their presentation project to their computer


http://learn.flvs.net/educator/common/Booth/VideoTutorial2Images-1.mp4






Explain where to review the pre-existing instructions for uploading learners’ work and

submitting for grading.

Conclusion:

Instructor to use grading rubric to score presentations once submitted by learners

Instructor provides feedback to learner via Instructor Comments to include suggested

revisions, if any, for improved score.

3f1: Learning Materials

Learning Material Purpose

Instructor Guide Used to prepare instructor and students for

project. Instructor will use the guide to set up

project and guide students.

Grading Rubric (Appendix D) Used by students during creation of

presentation, as a self-assessment, and for

instructor to grade submitted presentation.

Step Instructions with images, document (E) Used as a reference aid to guide to supplement

video tutorials.

Video Tutorials (Appendix C) Used by students to walk through the steps of

creating the assigned presentation skills.

Existing video tutorials Use as a reference for students when ready to

upload completed presentation for grading.

Enrichment video tutorial (Appendix C) Used by students who choose to enhance their

presentation before submitting for grading.

3f2: Assessment Materials

The following materials will be used for assessment purposes:

Assessment Material Purpose

Grading Rubric (Appendix D) To allow student to see how their work will be

scored and for instructor to use for scoring

students’ submitted presentation.


3g: Selecting Technology Tools

Technology Tool Purpose

Computer with Internet access to MJUSH

course - http://learn.flvs.net/signin.html

Instructor will use to create video tutorials and

upload to server. Learners will use to connect

to video tutorials and course uploading.

Headphones connected to computer Learners will use to listen to video tutorials.

PowerPoint application Instructor and learners will use to create video

tutorials.

Mp4 teacher created instructional video Instructor will use to upload to server

Microsoft Lync Used for instructor-learner immediate

communication.

Cell phone with text service (optional) Used for instructor-learner immediate

communication.

Educator Email Optional format to share video links,

instructor-learner communication, and

presentation feedback.

Part 4: Evaluation

4a: Evaluation Plan

Kirkpatrick’s Four Levels of Evaluation Model is used to evaluate the effectiveness of this project.

Larson and Lockee (2014). After the learner has completed 25% of the online course, they will

receive an assessment survey via Survey Monkey https://www.surveymonkey.com/s/BYZXMBP

Appendix F

Level I- Learner Reaction:

Did you find the instruction in Computer Literacy Skills Presentation 1A relevant to your

needs?

Do you plan to use the presentation skills gained in Computer Literacy Skills Presentation

1A outside of this course?

Did you complete the Computer Literacy Skills Presentation 1A project with the 90 minute

class period?

Level II- Learning:

https://www.surveymonkey.com/s/BYZXMBP


Did you learn new presentation skills or were you able to improve on existing your existing

skills after completing Computer Literacy Skills Presentation 1A?

What score did you earn on the assignment Computer Literacy Skills Presentation 1A?

Level III- Learner Behavior:

Since completing your Presentation Skills assignment 1A, how often have you successfully

incorporated skills acquired in Computer Literacy Skills Presentation 1A into your course

assessments?

How often have you successfully used the skills acquired in Computer Literacy Skills

Presentation 1A on academic areas outside of this course?

How often have you successfully used the skills acquired in Computer Literacy Skills

Presentation 1A on personal presentations?

Level IV- Results: Instructor whose learners completed the project will receive survey questions

Via Google Drive after all lab students have completed 25% of their course (note: self-paced course

so individuals will reach the 25% point at different times).

What percentage of learners have successfully incorporated skills from the Computer

Literacy Skills Presentation 1A assignment into course assessments post 1A?

What is the average score learners earned on the Computer Literacy Skills Presentation 1A

assignment?

4b: Expert Review

The Subject Matter Expert (SME) for this project was Mrs. Jennifer Gaulier. She is the technology

coordinator and lead instructor for the MJUSH Virtual Learning Labs for Palm Beach County. Mrs.

Gaulier reviewed the initial proposal to add a computer literacy presentation skills component to the

current course and was interested in the possibilities this proactive approach offered.

Learning and Instructional materials were submitted to the SME throughout the design process for

revisions and recommendations on improvements. SME feedback was received regularly. The final

project evaluation survey was provided to Mrs. Gaulier on April 12, 2014 and returned to me on

April 21, 2014.

4c: Evaluation Survey

The following survey was provided to Mrs. Gaulier via Google Drive. Mrs. Gaulier also reviewed

the responses with me via the phone on April 21, 2014.


Are the objectives for the project clear and appropriate for the target audience? What

improvements, if any, do you recommend?

What recommendations, if any, do you have for improving the quality of instruction in the

video tutorials?

How effective are the resource aides in meeting the learning needs of the target audience?

Are the learning materials sufficient for meeting the learning needs of the target audience?

What changes or additions, if any, do your recommend?

Is the Instructor Guide clear and easy to follow? If not, what recommendation for

improvement can you share?

Do you feel the project evaluation plan will provide the necessary data needed to gauge the

learning achievements of the students and the success of the project? If not, what

improvements do you recommend?

What is your overall impression of the project?

4d: Results of Expert Review

The SME commented on the goals of the project and the placement of the project in the course. She

felt the goals support the learners’ success in using 21st century presentation skills throughout the

course and was encouraged with the prospect of increased student achievement in this area.

Additionally, the project would save instructor time providing individual feedback and instruction

in this area throughout the course. Mrs. Gaulier also stated the objectives were clear and appropriate

for the target audience. A revision to the sequencing of the instructional videos, fitting the

enrichment instruction in before saving and submitting, was suggested and implemented. There was

a recommendation to include html links along with the http links as some students may want to

access the video through their Educator account which needs html.

It was noted that the project learning materials were appropriate for the project and confirmed the

learners would have the equipment and software needed. She had concerns about how and when

the learners would receive the resource aids and made sure to emphasize the importance of and need

for a pre-project planning meeting between the instructor and the lab facilitator. Ensuring the

lessons prior to the project have been completed (i.e. Use of computer and accessories, accessing

the course, locating assessments, and uploading completed assessments, etc.) is essential part of

preplanning.

In regards to the learning aids, Mrs. Gaulier felt the written instructions with the visual aides were

going to be invaluable to students, the instructor, and the lab facilitator. Targeting specific learning

styles are met with the aids as well as the needs of ELL learners, and those with IEPs that require

instructor notes and visual aids.

The evaluation plan appeared to be solid but she was concerned about the validity of the data as

student responses in other evaluation processes of the school have many variables. She commented

on the appropriate number of questions and felt they targeted the questions needed for ongoing

assessment. The SME recommended cutting out many follow up questions for the instructor as an

instructor’s time is limited and only two of the original five were needed for effective evaluation.


Overall, the project will benefit both learner and instructor as well as the lab facilitator. Due to the

nature of the course being self-paced, online, and needing to be completed by the end of the

students’ term, the project will allow for time after this project to be used on course content. In the

end, not only will the student take away valuable skills that transfer across the curriculum and

method of instructional delivery but also personal areas and in the workforce they learners will be a

part of in the future.

4e: Comments

SME recommendations have been incorporated into the Instructor Guide, adding the need for

instructor-lab facilitator preplanning meeting. Also, an instructional video for enrichment was add

and the sequence of the instructional videos changed to allow for enrichment to be completed prior

to saving and submitting. HTML links to the video instructions were added Appendix G to

accommodate students who choose to access the instructional videos via their Educator email. The

SME found five questions in the post-project instructor survey to be irrelevant to the evaluation so

they were eliminated. Taking this to the next level could include recording the instruction in

Blackboard-Elluminate where the instructor would be visible via web-cam. An option to this

instruction would be a whole-class live instruction via Blackboard-Elluminate.

4f: Reflective Synthesis

While working the instructional design project over the course of the spring semester there were ups

and downs, successes and dead ends. There was the unknown ahead and reflection on the past.

Every stage was a new challenge. Walking into the unknown with some excitement and some fear.

Feeling confident but only until the next turn. Learning, revising, growing, and understanding each

step of the way. There was the initial destination in mind, twists and turns, and bumps along the

way. Finally, sending the project off, different from the initial outcome, and not feeling that it’s

quite ready. Knowing tweaks will always need to be made as time goes on. In the end the project

was a child raised.

When a parent begins with a newborn, they’re excited but fearful. There is the goal in mind for

where the child will be in the end. The parent reads the books and talks to the experts all in an

attempt to do everything perfectly. Nevertheless, the plan takes a turn and challenges have to be

met. Once the parent starts feeling confident in their ability to deal with one stage the next one

comes along and a new adventure begins. Something new to learn. Something new to master. That

original picture has changed and revisions to the plans are made. After eighteen years, that child is

not what the new parent has envisioned but definitely an accomplishment. The parent knows that

it’s not quite done. That child, no matter how old, will always need some form of parenting. In this,

the instructional design project is a child raised.

This instructional design project was really quite different than lesson planning for the year, unit,

and/or day. Coming into this there was a bit of confidence coming from the already mastered,

highly effective lesson planning. Straight off, the differences between the instructional designer and

the classroom teacher were clear. For example, the instructional designer’s job is much more

detailed and scientific. A classroom teacher may design a lesson based solely on test scores,


discussion responses from a previous lesson or possibly even from something that worked on a

different group. The instructional designer has to dig deep, find out who the target audience really is

and what instruction is needed. Where the classroom teacher may miss the details, the needs

analysis the instructional designer completes will reveal the cause of instructional gaps and move

from there. It is possible that an outside influence is causing the performance gap. In this case,

according to G. Pratt, From Performance Gap to Needs Analysis, an alternate strategy or the

absence of training would be suggested by the instructional designer.

Each section of the design process was a challenge as all of it was a new experience. The needs

analysis was probably the most interesting part of the project. Being able to gather the facts, take the

variables into consideration, and pinpoint what was needed was appealing. The planning portion

was found to be the most challenging. Possibly this portion of the process was not as well accepted

because of the teacher hat fitting for so long. As the instructional designer, the details of the

planning were much more involved than expected. Taking a step back and revisiting the steps

provides a clearer picture of the why behind the what. The instructional designer is creating a

product for others. This is clearly different from the classroom instructor who designs for his/her

own use and therefore can work from an outline as opposed to an exposition. The planning portion

is more of taking the pieces apart rather than building them up. Not all of the planning potion was

disagreeable. Incorporating the different strategies like the ARCS model and Marxano’s strategies

for increasing student achievement to target central aspects of the design was not only interesting

but sound. There was a clear connection between strategies such as “students taught with specified

strategies scored a significant number of percentile points higher than students that were not taught

with the specified strategies” and the objective. (Larson & Locke,162)

The evaluation process really seemed logical and definitely a part of the design process that can’t be

looked over. Feedback from the target audience can come with doubts on the validity of the

outcomes due to the personal nature and variables that come with it. Creating an evaluation process

that provides the best factual data possible is an important task for the instructional designer. While

this project comes to an end after uploading and submitting, the true project would require the

ongoing evaluation and revisions needed to keep it running strong throughout its life. Hmmm, much

like parenting after the child leaves the nest.

While there is an attractiveness to the occupation of the instructional designer, they will most likely

take the role of another collaborative team/individual I may work with in the future. Currently, I am

included as one of the SME for the instructional design team I work with. There is now a much

greater appreciation for what they do. Grasping the big picture brings about greater efficiency and a

higher quality end product on all fronts. For example, with this clearer understanding of what the

instructional designer is doing with my course, I am able to transfer my understanding of the design

of the course and the why behind the what when communicating with the other stakeholders. In

turn, there is a forward momentum and the pieces all fit. Instructional design may not be the role for

me but most certainly a role I need to understand as I pursue other positions in arena of the design

project.


Appendix A: Survey Monkey Questions


Appendix B: Survey Data


Appendix C: Video Tutorial Links Assignment Introduction Video

<a href="/educator/common/Booth/IntroductionPclsAssignment1a-1.mp4">Link</a>


Video Tutorial 1: setting up slides, inserting and formatting text

<a href="/educator/common/Booth/VideoTutorial1SlidesTextFormatting-1.mp4">Link</a>


Video Tutorial 2: Inserting images

<a href="/educator/common/Booth/VideoTutorial2Images-1.mp4">Link</a>


Video Tutorial 3: Adding action buttons

<a href="/educator/common/Booth/VideoTutorial3-1.mp4">Link</a>


Video Tutorial 4: Self-assessment

<a href="/educator/common/Booth/VideoTutorial4-1.mp4">Link</a>


Video Tutorial 5: Enrichment – backgrounds and external links

<a href="/educator/common/Booth/VideotTutorial5Enrichment-1.mp4">Link</a>


Video Tutorial 6: Saving and submitting for grading

<a href="/educator/common/Booth/SaveSubmit-1.mp4">Link</a>









Appendix D: Grading Rubric


Appendix E: Resource Aid

Computer Presentation Skills Literacy Assignment 1A

A Learner’s Resource Aid


Appendix G: Post Project Student Survey

EDTECH 503 ID project_action_buttons

Education

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