Edtech 503 - Instructional Design Project

Neighborhood Scavenger Hunt Facilitated By Tablet and Mobile Devices

Tyson Chaplin EdTech 503 – Instructional Design

Boise State University 05/10/2013

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Table of Contents

Synthesis Reflection Paper………………………………………………………………..3 Part 1. Topic……………………………………………………………………………….5 Part 1a. Stated Learning Goal …………………………………………………………….5 Part 1b. Description of the Audience ……………………………………………………..5 Part 1c. Rationale …………………………………………………………………………5 Part 2. Analysis Report ………………………...…………………………………………7 Part 2a. Description of Need ……………………………………………………………...7 Part 2a. 1 Needs Analysis Survey ………………………………………………………...7 Part 2a. 2 Needs Analysis Data Report …………………………………………………...8 Part 2b. Description of the Learning Context …………………………………………….9 Part 2b.1 Learning Context ……………………………………………………………….9 Part 2b.2 Transfer Context ………………………………………………………………10 Part 2c. Description of the Learners …………………………………………………….11 Part 2d. Task Analysis Flowchart………………………………………………………..12 Part 3. Planning ………………………………………………………………………….13 Part 3a. Learning Objectives …………………………………………………………….13 Part 3b. Matrix of Objectives, Bloom’s Taxonomy, and Assessment Plan ……………..14 Part 3c. ARCS Table……………………………………………………………………..17 Part 4. Instructor Guide…………………………………………………………………..20 Part 5. Learner Content…………………………………………………………………..24 Part 5a. Learning Materials………………………………………………………………24 Part 5b. Formative and/or Summative Assessment Materials…………………………...26 Part 5c. Technology Tool Justification…………………………………………………..27 Part 6. Formative Evaluation Plan……………………………………………………….28 Part 6a. Expert Review…………………………………………………………………..28 Part 6b. One-to-One Evaluation………………………………………………………….28 Part 6c. Small Group Evaluation………………………………………………………...28 Part 6d. Field Trial……………………………………………………………………….29 Part 7. Formative Evaluation Report…………………………………………………….30 Part 7a. Evaluation Survey……………………………………………………………….30 Part 7b. Report the Results of the Expert Review……………………………………….31 Part 7c. Comments on Change…………………………………………………………...32 Part 8. AECT Standards Grid…………………………………………………………….33

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Synthesis Reflection Paper Designing instruction is very similar to baking the perfect cookie for your kids. You wake up one morning and the munchkins are going crazy because they want cookies. You are feeling a bit inspired and decide to make the best cookie you can for them. You start off by asking them why kind of cookie they are craving. The kids answer chocolate chip. You go into the kitchen and start pulling together ingredients. You know that your kids love chocolate chunks instead of chocolate chips and you luckily have a bag of them sitting on a shelf. You know the general ingredients and start mixing things in. Soon enough, the batter is ready and you give it a taste. It is pretty good but not quite there. A few minutes and several more additions later, the cookie dough is pretty good and being the awesome parent you are, you decide to let your kids try it too. They agree, the cookie dough is amazing. After making a small test batch that gets devoured, you make a couple of last minute additions to the dough and then bake a couple dozen of the tasty, chocolaty morsels. By the time you are finished and cookie crumbs are all that remain, you come to the decision that while your kids are pretty happy with the cookies, you can still do better. In a day or two, your quest for the perfect cookie begins again. While the above paragraph may have succeeded in inducing hunger, it also did an excellent job illustrating the instructional design process. Smith and Ragan (2005) say, “Design is distinguished from other forms of instructional planning by the level of precision, care, and expertise that is employed in the planning, development, and evaluation process” (p. 06). As was the case with carefully baking great cookies, you have to carefully and intentionally think about the instruction you are creating. You have to know the audience you are designing instruction for. You have to have an idea of their strengths, weaknesses, and preferences. You also need to know the general layout and desired outcome of the instruction you are creating. Once you think you have a workable activity, you start testing it and getting feedback. This can come from students and teachers. You may also think of some things to tweak or change. This process continues until you have an end product you are comfortable handing off to a teacher to execute. Once the instruction has been tried out in the field, you might make some more tweaks and hand it off again. Ultimately, the end product the designer makes, like the cookies, will never be perfect but it will satisfy learners. The best part of it is, the instructional designer can keep experimenting and seeking feedback. The more this happens, the more the learners benefit and the more the instructional designer learns. If I had been asked to create an analogy for instructional design prior to taking this class, it would have looked much different from the one above. I entered this class thinking that while there was some trial and error, instructional design was a pretty linear process and when a designer creates instruction, it is done fairly quickly and the end product was just that, the end. I quickly learned that the instructional design process was very scientific, very cyclical, and only really ends if a deadline to have a finished product is set. Without an end date, the design process could go on forever. I did not expect that.

I also did not expect the process to be so collaborative. My ID Project really opened my eyes to this aspect of design. My SME and I spent hours collaborating and trying out ideas. I originally pictured an instructional designer as someone who already

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knew a great deal about a subject and sat solitary in a room designing new materials. While this may sound naïve, I have to admit that I had not seriously pondered the process of instructional design very much until this class. While I had not seriously considered instructional design as a field I would be very interested in, I am now seeing the collaborative side of it and how the students benefit from it. I would now be open to a career in instructional design.

My journey into instructional design will impact my current job in several ways. I think it has made me more open to teaming up with other educators to create materials. I already enjoyed working with my fellow teachers but it was on a different level than I view it now. I can definitely see myself spearheading the creation of new activities for students with the help of my teaching team. I no longer see that as something for me to do by myself. I think learning about instructional design will also make me more considerate of the design process itself. I am now more open to trial and error when I create new materials for my students. I am a perfectionist when it comes to my teaching and this class has illustrated that if I am shooting for creating the perfect lesson or project for my students, that might not happen and that is something that is okay. If I learn from the lesson, I can go back to the drawing board without being too hard on myself. I think that concept alone will probably save me some agony and stress going forward and I am appreciative for that.

Like teaching in general, there is a process for instructional design. There are also specific methodologies and best practices but at the end of the day, perfection will most likely elude you. Thankfully, instructional design is a cycle and there is always another chance to improve on what you have made. This is the big idea that I will be taking away from this class and my fledgling adventure into the realm of instructional design. Reference Smith, P. L., & Ragan, T. J. (2005). Instructional design. (third ed.). John Wiley and Sons, Inc.

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Part 1. Topic Part 1a. Stated Learning Goal

By the end of the activity students will be able to list at least five historical or architectural facts about Boise’s North End Neighborhood. Students will also be able to utilize a tablet or mobile device to acquire information about their surroundings. Part 1b. Description of the Audience

The audience for my activity will be high school students who are enrolled at iSucceed Virtual High School in Boise, Idaho. The grades of the students will range from 9th through 12th grades and they will be attending the activity in person, not virtually. There may also be some parents or siblings who wish to participate and they will be welcome to do so. Part 1c. Rationale

I chose this activity because while my school is online, I do not feel that it integrates technology meaningfully throughout curricula. Using tablet and smartphone devices to enhance a student learning experience is something that has never been done at my school but something that the school administration has thought about doing for some time.

This activity is also a way to provide a fun and social atmosphere that can facilitate interaction between the students and also with the community. iSucceed strives to integrate itself into the community and this activity will serve as another means for the school to do so. In the future, this activity may serve as a springboard for history units covering Idaho history and the study of local history in general.

The overall instructional strategy of this activity will largely be generative. The students will be guiding themselves through the neighborhood, deciding the order in which to tackle the different clues and how they will record their answers. The portion of the activity that I would consider to be supplantive would be the initial instruction on the general use of the digital devices and then the guidance offered by the predetermined scavenger hunt clues. The supplantive portion of the activity is something that I see as a scaffold with which the students will generate their own course of learning and style of demonstration of understanding. If I were to attach a percentage to the instructional strategies used for this activity, I would say that 85% of the activity is generative while the remaining 15% is supplantive.

I view this activity as focusing on two forms of instructional strategies. The solving of the scavenger hunt and coming up with answers to the clues is a pretty straightforward exercise in declarative knowledge. There are definitive answers for each of the scavenger hunt clues and the students will demonstrate understanding by finding those answers. If I were to ask a student to tell or show me the address of the first house in Idaho to have an indoor swimming pool, he/she should be able to do so after completing the activity or that specific clue.

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The second and most important goal I want this activity to emphasize is the learning of cognitive strategies. The way I view this activity is that I am giving the students a tool (the iPad) that will enhance their learning. I want the students to come away from the activity feeling comfortable and knowledgeable in the use of that tool as a means to enhance a learning experience.

Based on data I have collected from surveys, many students view the iPad and similar devices primarily as a means of entertainment. Many students are not aware of how to transform such devices into a means of enhancing an experience or an instrument to enhance learning. I want students to come away from this activity with strategies to transform digital devices from a means of entertainment into something more useful.

The way I plan on facilitating the gaining of those strategies will be through two primary methodologies. First, there will be a brief period of direct instruction on the using of several apps that will be needed for completion of the scavenger hunt. There will also be a debriefing period after the activity that will focus on how the students were able to utilize the devices to help them and what knowledge they gained from the devices that they would not have been able to find out without leaving the environment to continue their research at a stationary computer. This debriefing period will be somewhat informal with students contributing to the discussion in more of a roundtable format. The way that I see many of the students acquiring cognitive strategies will be through the use of the device during the activity and in collaboration with their teammates. This will be a very hands on, learning by doing, sort of thing and I think this will be the time when students start to cement their strategies for using the devices as a way to enhance their lives and experiences, not just their entertainment.

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Part 2. Analysis Report Part 2a. Description of Need Part 2a. 1 Needs Analysis Survey My needs analysis survey went out via online Survey Monkey to students at my school who live in the Boise area. The reasoning for this particular geographical demographic was that those would be the students who would most likely be able to attend the activity. The Survey Monkey link was emailed to approximately 150 students. Out of that group, 19 students completed the entire survey with another 5 students only answering a few of the survey questions. The survey consisted of the following questions:

1. Do you enjoy the outdoors and taking tours of landmarks? 2. Have you ever taken a self-guided tour and would that be something you would

be comfortable doing? An example of this might be a tour provided by a museum or park.

3. What is your experience with iDevices (ie: iPads, iPod Touch, iPhone)? Are you comfortable using any of the example devices?

4. Have you ever used a smartphone or tablet computer for something other than leisure activities? If so, what?

5. Have you ever done your schoolwork from your smartphone or tablet if you own one? If you do not have such a device or have not done so, would you consider it?

6. Do you think a smartphone or tablet computer could guide you through a museum? Do you think that experience would be better than going through the museum by your self?

7. How do you think a smartphone or tablet could help you perform better on your schoolwork?

8. Do you find smartphones and tablets easier to use than your laptop? 9. If you took a trip to a place you knew nothing about but you had a smartphone or

tablet computer, could you live there for a week and have fun, assuming money was not an issue? How would you use the smartphone or tablet in order to help you? What apps would you use?

10. If you have a tablet or smartphone, what apps do you use to find information? 11. What is one thing you wished you knew about Boise's history? 12. If an opportunity to use a tablet computer in order to take you on a tour came up,

would you be interested?

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Part 2a. 2 Needs Analysis Data Report While I would have enjoyed a higher rate of participation in the survey, I was able to glean some interesting and helpful information from those students who took the time to answer the questions. Some of the questions that were included in the survey were there to gauge the likelihood of participation in the upcoming activity. These were questions such as numbers 1, 2, and 12. Almost all of the students gave simple “yes” or “no” answers to them and most of them (16) answered “yes” to all three of those questions and three students answered affirmatively to the first two questions but “no” to question number twelve. This makes me hopeful that I will have a good turn out for the activity, though as I mentioned earlier, the sample size is fairly small. The questions that gave me some of the most useful feedback in terms of my activity were questions 3 and 4. All of the students responded that they were comfortable using some form of iDevice and most of them (10) specifically stated that they had an iPod Touch. This was pleasing to me because iPod Touches are my backup plan if too many students show up for the activity and the operating system is the same across the Touch and the iPad for the most part. What I did find a little troubling was that although all sampled students reported experience and comfort using iDevices, very few reported using them for anything other than leisure. This is represented by the graph below:

I am taking this to mean that when it comes to prior knowledge, I am not going to need to spend inordinate amounts of time going over the basic functionality of the devices with the students. The area that I focus direct instruction time on prior to the activity will be on topics such as how to best use Wikipedia to find information, best practices in terms of searching the web for information, and sources to use when looking for specific types of information. This time will also be used to focus on specific apps

0 2 4 6 8 10 12 14 16 18 20

# of Students Who Own or Are Comfortable Using iDevices

# of Students Who Have Used An iDevice For Activities Other

Than Leisure

# of Students Who May Be Willing to

Participate In A Tour-‐like Activity Using A

Tablet

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such as the Wikipedia app and Evernote. If the students have never had a need to use apps that are not games or media creation/playback, I need to make sure they understand the usefulness and importance of the other apps we will be using for the scavenger hunt. Some of the other questions on the survey were meant to gauge how students perceive the usefulness of an iDevice in terms of using it for school-related activities and whether or not a tablet would be more useful than a laptop for school activities. The reasoning for these questions is to measure the likelihood students would adopt and use those kinds of devices of the school provided them to all students. My school is considering transitioning from giving a laptop to each student to distributing tablets to all students. On my survey, most students (14) preferred a laptop to a tablet for schoolwork. Most students (10) also reported that other than basic web searches, the only other app they had used to help them with homework was the calculator app that comes on all iDevices. Some students did not give any detail when answering the question about how a tablet or smartphone could help them on schoolwork other than very basic responses such as “calculator”. Lastly, question number nine yielded some interesting results. That question pertained to how the student would use a smartphone or tablet as their way of getting information in a place they were unfamiliar with in order to live there productively for a week. Some of the students assumed that meant traveling to a foreign country and they then listed using the device for currency conversion, language translation, and searching the web for a place to stay and information on where to eat. Apps and sites such as Google Translate were mentioned as well as Urban Spoon. This was heartening information because it told me that the students have a basic idea of the utility of such a device when traveling. As part of the instructional design for this activity and future activities similar to it, I am going to focus on demonstrating specific uses for digital devices while traveling to and touring new places. I also want to emphasize the importance about researching historical and cultural details of locales when travelling to them. Part 2b. Description of the Learning Context Part 2b.1 Learning Context The learning context for this activity will be in the North End neighborhood within Boise, Idaho. The North End is a place rich in history and diverse architecture. It is easily accessible by walking and is very safe. During the spring and summer months it is also very pleasant to look at. It is one of the oldest neighborhoods in Boise. The activity will start at Goody’s Candy Store because it is centrally located within the neighborhood and most Boiseans are familiar with how to get there. The instructor that will lead the introductory instruction is a history teacher and native Boisean. He has taught at iSucceed for two years and has a good degree of technical knowledge pertaining to iDevices and their use. I currently have been able to make available at least five iPads for the purposes of this activity and have a number of iPod Touches available as a backup if more students than expected participate. The instructor will have one iPad and the students will be broken up into teams and each team will be given an iPad to use for the duration of this

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activity. Currently, the iPads are all wifi only models but the school has a number of mobile hotspots that I plan on distributing to the teams of students to allow for online accessibility. If this for some reason fails, I have mapped out free wireless hotspots throughout the neighborhood that could be used in an emergency. This scavenger hunt activity is currently not linked to any curriculum that iSucceed uses but may be adapted to a general history or Idaho history curriculum in the future. If this activity is successful, I am also prepared to deploy it to other towns located throughout Idaho by using customized sets of clues for each town. I have already prepared a small portion of these clues. Part 2b.2 Transfer Context The transfer context for this lesson will vary for each student. In terms of the actual subject matter being looked at, Boise history, the students may not transfer a lot of that knowledge going forward other than simply understanding where they live a little better. There is currently no Idaho history class at iSucceed and so the declarative knowledge gained will most likely not be applicable in that context. I am also hoping that students become more comfortable with their digital devices in the context of it being a learning and research tool and not just a toy for entertainment purposes. The big take away for students from this activity will be an enhanced knowledge of how to utilize mobile computing devices such as smartphones and tablets for learning and as instruments to help them navigate, explore, and research places they may travel to in real time. I want the students to realize there is a lot of information out there on even the most mundane of locales and if you have the right tools and skills, you can educate yourself while you are in that setting. Another learning transfer that hopefully takes place is that the students have a firmer grasp of some efficient ways to research a given topic. Whether it is on a smartphone, tablet, or laptop, if you do not have the skills to search for and retrieve information, it does not really matter how much information is available to you or how fast you can access it. I want students to understand that with the right use of keywords and parameters, the amount of information available to them can be staggering.

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Part 2c. Description of the Learners The learners at iSucceed Virtual High School are grades 9-12 and their ages can range from 15 to 21 years old. iSucceed is unique in the sense that we will keep students past their normal graduation age up to 21 years old which is the oldest a student can attend secondary schooling in the state of Idaho. iSucceed’s students are located throughout Idaho but almost half of them are located in the greater Boise area. Based on the needs analysis survey, most if not all of the learners will have experience with some kind of iDevice that will lend a level of comfort to that part of the activity. The survey also helped to illustrate that the students may not be totally comfortable at using those devices for learning; this is something that will need to be formally addressed prior to the start of the activity. All of the students have a degree of technical proficiency and are used to conducting most of their studies on the web. These skills will be an asset for this activity though skills used on a laptop may not be a direct translation to those utilized on a tablet or smartphone. All of the learners have had exposure to the web in varying degrees but a good level of comfort is presumed for the sake of this activity due to the nature of the school they attend.

Based on school enrollment records, I can say that many of iSucceed’s students

would be qualified for free and reduced lunch in a more traditional school district. iSucceed students tend to be more of an “at-risk” group of students who have not been successful in previous schools or districts throughout Idaho. They also tend to bounce around school districts at a higher frequency than students of a more traditional district or school. While this is not true of all of the students, the socio-economic status of much of the student body is fairly low in comparison with other districts in Idaho and especially in the Boise area.

iSucceed Student Body Makeup

9th Grade

10th Grade

11th Grade

12th Grade

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Part 2d. Task Analysis Flowchart

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Part 3. Planning Part 3a. Learning Objectives Learning objectives for this activity are as follows:

1. Students will use an iPad to look up information on the web. 2. Students will complete a scavenger hunt using the clues provided to them. 3. Students will work as a team to complete objectives. 4. Students will record pictures and video of the places they go during the activity.

4a. Students will use Camera app for recording of pictures and video.

5. Students will gather at least five facts on local architectural and historical landmarks.

5a. Students will record facts using Evernote app.

6. Students will successfully navigate through an urban environment. 7. Student will utilize technology to successfully communicate with instructor.

7a. Students will use Messages app to as a means of communication.

8. Students will demonstrate effective time management by completing activity within specified time period.

9. Students will successfully interact with members of the community in order to gain information.

10. Students will utilize technology to transfer information from their devices to instructor.

10a. Students will use Evernote app to transfer files during the scavenger hunt.

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Part 3b. Matrix of Objectives, Bloom’s Taxonomy, and Assessment Plan Bloom’s Taxonomy Table For Learning Objectives

Learning Objectives

Bloom’s Taxonomy Classification

Format of Assessment

Description of Test Form

Sample Items

Students will use an iPad to look up historical and geographical data on the web using sites such as Wikipedia and the Boise Architecture Project.

Application Observation of Performance

Instructor Observation Checklist

Did all students utilize their iDevices as the primary way to research scavenger hunt clues? If not, what did students use instead?

Students will complete a scavenger hunt using the clues provided to them.



Did all groups complete the scavenger hunt? Did any groups complete it early?

Students will work as a team to complete objectives.



Were there any “lone wolf” scavenger hunters or did all groups act as cohesive units?

Students will record pictures and video of the places they go during the activity.

Knowledge Portfolio Group Scavenger Hunt File Submission

Please upload all of the pictures that your group took on Harrison Blvd.

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Students will collect at least five facts on local architectural and historical landmarks.

Synthesis Pencil And Paper

Fill In The Blank

The _________ House had Idaho’s first indoor swimming pool.

Students will successfully navigate through an urban environment on foot while using a digital device for navigational purposes.

Application

Observation of Performance


Were all groups able to find their way around the neighborhood without instructor assistance? If a group needed assistance, what did they need help with?

Students will utilize technology to successfully communicate with instructor.



Did all groups communicate digitally with the instructor at least once during the activity? Did any communicate in this method more than once?

Students will demonstrate effective time management by completing activity within time period.



Did all groups finish the scavenger hunt in the allotted time?

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Students will successfully interact with members of the community in order to gain information.

Application

Observation of Performance


Did all groups talk to Mr. Brown in order to find the location of the old streetcar tracks? If not, how did they find the tracks?

Students will utilize technology to transfer information from their devices to instructor.



Did the student’s successfully upload scavenger hunt items to Evernote? What issues if any did they have?

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Part 3c. ARCS Table

ARCS Table

Project Goal Statement: By the end of the activity students will be able to list at

least five historical or architectural facts about Boise’s North End Neighborhood. Students will also be able to utilize a tablet or mobile device to acquire information about their surroundings.

ATTENTION A.1 Perceptual Arousal • Teacher starts off the activity by giving a brief overview of the North End neighborhood. • Teacher tells students that each team will have an iPad to work with. • Teacher tells students they get to work in groups and with their friends if they like.

A2. Inquiry Arousal • Prior to start of the scavenger hunt, students will be asked what they know about Boise’s

history. A small discussion amongst students will be fostered. • Teacher will ask some questions meant to pique interest for the scavenger hunt. They may use

one or two questions from the scavenger hunt itself without giving out answers. A3. Variability • Students will be playing a game that keeps them constantly moving and interacting with both

their environment and their digital device. • Students are going to places where many of them have never been.

RELEVANCE R1. Goal orientation • Students need to know how to use a digital device for learning as well as for entertainment. • It is important students are aware of their local history in order to give them a better

perspective of the locale in which they live.

R2. Motive matching • The teacher will provide the students with the scavenger hunt clues that will guide them in their

choices they make during the activity. • Students will learn responsibility in the sense that they are interacting with expensive digital

devices in an environment that is potentially harmful to the device.

R3. Familiarity

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• All of the students are at least somewhat familiar with using the digital devices and so that level of comfort will be there for them.

• Students will also be in a setting they are at least minimally familiar with.

CONFIDENCE C1. Learning requirements • The teacher will go over the rules and guidelines for the scavenger hunt prior to

the start of the activity. • The teacher will go over the use of the digital devices and their software prior to

the start of the activity. C2. Success opportunities • As a team the students will independently have the opportunity to discover and learn about

history for themselves with minimal teacher interaction. C3. Personal control • The learners will generate the answers to the scavenger hunt on their own. • The learners will come to depend not on a teacher, but on themselves and their devices for

support during the activity. • There will be a degree of personal discovery within the confines of the activity due to the

hands off nature that the instructor will take during the scavenger hunt.

SATISFACTION S1. Natural consequences • Many students already have digital devices such as iPads or iPods and this activity will

give them another means with which to interact with those devices on a more productive level. The teacher will remind students of the new skills they have learned during the debriefing time.

• Students will be able to relate historical facts about the city they live in or near.

S2. Positive consequences • Successful completion of the scavenger hunt will be a consequence of their research efforts

during the activity. • Excitement about being able to independently learn about their environment will provide

for a sense of enablement and accomplishment.

S3. Equity

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• When the students complete the task, they will have done so with little help from teachers or adults. This sense of independence is something they can take from the activity.

• The teacher will debrief students and remind them of their success in not only learning about local history but also in utilizing a technology in a new way.

• The teacher will foster a discussion among the students about their experience with the activity.

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Part 4. Instructor Guide

North End Historical Scavenger Hunt Activity: Instructor’s Guide

*Items in bold are to be ready aloud to students.* Introduction 1. Gaining Student Attention: a. Once student group is assembled at meeting area, teacher will briefly describe the historical significance of the North End neighborhood. Teacher will mention items such as:

• “This neighborhood is home to Idaho’s first governor’s mansion.” • "The North End is also the first neighborhood in Idaho to have a house

with an indoor swimming pool. When the owners were not using the pool, they would cover it with a dance floor and host balls and charity events.”

• “You can find many styles of architecture from the turn of the century here. Many of the houses still have most of their original fixtures in order to maintain the historical value of the home.”

b. Teacher will then proceed to inform the students about the utilization of devices such as iPads and iPods for educational purposes. “These are not just for Angry Birds”

• “Tablets and smartphones are able to access so much information, they can be very helpful assets when learning about a new place. Today’s activity will illustrate that point. While gadgets entertain us, they can also do tons of stuff to help us learn too. You just have to know where to look and you have to think of your phone as a tool, not a toy.”

2. Establishing A Purpose: a. Teacher announces that the day’s activity will combine the study of local history and technology by allowing the students to embark upon a scavenger hunt in the North End by utilizing iPads as the means to research and find clues on the go. All the while, they are immersed in the neighborhood the scavenger hunt is teaching about.

• “What we are doing today is showing you how you can use something brand new like an iPad to help you study something very old, like this neighborhood. Today, we are going to go on a scavenger hunt!”

3. Stimulating Learner Attention: a. The teacher will ask the learners how they have used iPods or iPads in the past

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for something other than entertainment or casual web browsing. b. Teacher will lead a brief discussion between students about how technology can be used for educational purposes. For example: Using a smartphone to learn about a new place while on vacation.

• “What are things that you guys use your smartphones for that does not have to do with entertaining yourself? How do you think smartphones and devices like tablets can help you learn?”

4. Providing An Overview: a. Teacher will explain the activity in this order: i. After the introduction about the North End and about how tech can be educational, students will be divided into teams of equal numbers. Students can pick their own teams if they choose. ii. iPads will be passed out to students and they will be asked to turn them on. iii. Teacher will lead students through an introduction of the apps they will be using for the scavenger hunt and remind them of good web searching practices:

• “Please use the Safari web browser built into iOS to use the internet in order to find information.”

• “Notice the Wikipedia app. By clicking on this, you can use Wikipedia for research.”

• “If you tap on the Evernote app, you will see the scavenger hunt landing page. Please use this to get clues and record answers to the clues. If you hit the ‘reload’ button, it will sync any new information you add to other devices.”

iv. Teacher will direct students to the app in which the scavenger hunt clues are located. v. Any student questions will be answered by teacher at this time. vi. Students will be advised of the time limit and the location that they are to meet at when they complete the scavenger hunt or time runs out. vii. Students will be dismissed to embark on the scavenger hunt. Body 1. Stimulating Recall of Prior Knowledge: a. Instructor reviewed proper search techniques and sites that the students can utilize during the introduction. 2. Presenting Information and Examples: a. Instructor will do an example question as a sample of something the groups might encounter on the scavenger hunt activity prior to the start of the activity. 3. Focusing Attention:

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a. Instructor will provide the clues for the scavenger in order to guide them. b. Instructor will provide a set time limit to the activity to keep students moving. 4. Employing Learning Strategies: a. Students can access teacher via text or instant message during the activity if they get stuck. b. Teacher will help to guide stuck students in the right direction by giving web search examples and hints about how to figure out the clue. 5. To Practice: a. Teacher will dismiss students by groups to embark on the scavenger hunt. 6. Providing Feedback: a. Teacher will wander through the neighborhood and encounter the student groups and provide feedback on their progress as is appropriate. b. Teacher will contact student groups via text or instant message to provide feedback occasionally during the activity. Conclusion 1. Summarize and Review: a. Students will meet back at designated spot and teacher will start a summative debriefing of the activity. b. Teacher will encourage students to discuss facts they found most interesting to them during the activity:

• “What history did you guys uncover that you didn’t know about or found interesting?”

c. After debrief has occurred teacher will collect iPads. 2. Transfer Learning: a. Teacher will remind students that all of the tactics they used during the scavenger hunt can be carried over into researching for future essays and assignments. b. Teacher will reiterate that iPads can be useful educational tools as well as very

entertaining toys. . 3. Remotivating and Closing: a. Teacher will lead a small discussion in how students may use digital devices for educational purposes in the future.

• “Based on what you did today, what are some ways you may use your tablet or smartphone in the future that you hadn’t thought of until you were participating in this activity?”

b. Teacher will give the students new resources to continue to study about Boise’s

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history if they choose to do so. c. Teacher will officially end the activity, thank students and parents for attending, and answer any closing questions as needed. 4. Assessing Learning: a. Students will submit their completed scavenger hunt for teacher review to Evernote. b. Each student will list at least five facts they learned from the activity. c. Teacher will issue a small survey assessing students’ attitudes toward educational technology as a result of the day’s activity. 5. Evaluating Feedback and Remediation: a. Teacher will review student survey results and report them to administration. b. Teacher will follow up with some students to see if they think any changes are in order for future iterations of the activity. c. Teacher will meet with administration and instructional designer, report findings, and suggest improvements. d. Teacher will complete small survey from instructional designer that deals with what changes they feel need to be made to similar future activities.

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Part 5. Learner Content Part 5a. Learning Materials This is the activity launch page I created within Evernote. This page is synced to all of the devices and was editable by the students as they went through the activity. As the students made changes to the document (ie: answered scavenger hunt clues) the updates would then be pushed to all of the devices: Hello! Today you will embark on a scavenger hunt of historical proportions. The North End neighborhood that you are currently standing in is one of the oldest neighborhoods in Boise and is overflowing with the history of Boise and Idaho in general. The purpose of this scavenger hunt is to help you learn more about the neighborhood and visit some of the more interesting places within it. The rules of the activity are simple, use the iPads to research and learn about the neighborhood and solve the clues to the scavenger hunt. You may utilize any website that you can think of to help you find answers. Some of the websites that will be more helpful to you are bookmarked within the Safari.

The Goreczky House Scavenger Hunt Clues:

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1. This house was the first in Boise to have both gas and electric utilities and the owner of it was the founder of what would become Idaho Power. It was built in 1908. Please take a group picture in front of the house.

2. Who is Harrison Blvd. named after and what was the street name before it was changed? 3. In 1892, the Hyde Park area was home to a form of transportation that is no longer there, what was

it? 4. This house on Harrison Blvd. was home to the first residential indoor swimming pool in Boise and

it used to have two stone lions that guarded the entryway. What is the home’s address? 5. This junior high school was built in 1925 and sits on land that used to be called Lemp’s Triangle

and was an old baseball field for neighborhood children. Take a group picture under the doorway that bares the school’s name and address.

6. Due to the lack of a drainage system, the North End used to be prone to what natural disaster? 7. There are a couple of homes in the North End neighborhood that are called “kit homes”. Why are

they called that? 8. What North End grocery store was founded in 1973 and before that was a Salvation Army store

that had been around since 1930? 9. This house served as Idaho’s first governor’s mansion. Take a picture of the Great Seal of Idaho

that is on the front door and record the address. 10. This high school was built in 1903 and is Boise’s oldest existing high school. What is the name of

the school?

Helpful Websites

• Boise Architecture Project - North End Buildings

• Wikipedia

• Idaho's Kit Homes

• The North End's Official Website

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Part 5b. Formative and/or Summative Assessment Materials

During the scavenger hunt activity, student performance will be assessed based on their progress through the scavenger hunt. If a student is not able to figure out a particular clue, the teacher will be able to step in and provide additional hints as needed. Summative assessment will occur at the end of the activity when the instructor is able to look at all of the material that the students have shared on to Evernote. The instructor will be able to see if all of the teams were able to solve all of the clues correctly. The students will also be asked to list five facts they learned about the North End when they take a brief survey asking about the experience and their views on using technology for similar activities to the one they just participated in. A copy of the survey content can be found below:

North End Scavenger Hunt Completion Survey Hello and congratulations on the completion of the North End Scavenger Hunt! The staff hopes you had fun and also learned a little bit in the process. While everything is still fresh in your mind, please take a few moments and fill out the questions below. When you have completed the survey, please return it to the instructor.

1. Please list five facts that you learned about the North End:

2. Now that you have completed the activity, would you like to participate in similar activities in the future? Please explain why or why not.

3. How do you feel the iPad helped you as you completed the scavenger hunt?

4. Was there any part of the iPad or its applications that you found confusing or hard use? If so, what?

5. What are some skills that you learned from this activity that you might now use in your

daily life?

The survey is complete! Thank you for taking the time to help us improve our

activities!

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Part 5c. Technology Tool Justification

3G Enabled iPad

Use: Main learning platform for the scavenger hunt activity. The built in iOS software allowed students to use take pictures, record answers, and research clues . 3G internet funtionality allowed students to update scavenger hunt page remotely and in real time as they completed tasks.

Rationale: The iPad is such a versatile device for education. It allows students to research, communicate, and capture learning experiences in a way unlike any device before it. The iPad allows the students to go into the community and immerse themselves but still gives them the power to research and record clues for the purposes of this scavenger hunt.

Evernote App

Use: For the purposes of this scavenger hunt, Evernote acted as the repository for the scavenger hunt clues as well as the means for students to record their answers and share them with the instructor in real time.

Rationale: Evernote is a free application that is available for several platforms. Users can utilize the app to manage notes across devices and organize information as they access it. The ability for it to sync data to multiple devices simutaneously made it a great choice for this activity.

Wikipedia App

Use: This app allowed students quick and easy access to the online encyclopedia in order to research clues during the scavenger hunt.

Rationale: Wikipedia is a free and user generated open source encyclopedia. The app for the iOS operating system is free and allows users to access the encyclopedia with one tap of their screen. This allws for speedy researching of information.

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Part 6. Formative Evaluation Plan Part 6a. Expert Review

The subject matter expert I am using for this lesson is a history teacher at my school named, Joe Rollins. He has been a history teacher at iSucceed for two years. I chose Joe to be my SME because he has extensive knowledge of Boise’s history and the North End neighborhood. He also has experience using digital devices to enhance student learning. Joe will be given all of the activity’s materials ten days prior to the activity. I expect to have one week to make any adjustments to the lesson based on his feedback. Part 6b. One-to-One Evaluation

In using this process to help iron out my activity, I would pick a few students and then I would sit down with each one individually to let them look at the current draft of the activity. I have worked on this activity for so long now that I am not sure I am the most effective person to catch any errors that may still be in it. In giving it to a few students to get their take on it, they can help me spot areas that may be unclear to them but sound perfectly good to me. Since it is the students who will ultimately be doing this activity, I need to make sure the entire activity makes sense to them.

In order to execute a one-to-one evaluation of the scavenger hunt, I would give the student one of the iPads we are using and let them load the activity based on the instructions everyone will receive on the day of the actually scavenger hunt. At this time I will make note of anything the students have issues with, any errors they find, and any parts that may be unclear to them or just don’t work well. I will ask the students if everything flows well to them and if all instructions and questions are clear to them. I will also ask them if there is any part of it they would add to or subtract from to increase enjoyment of the activity. After each student goes through the activity, I will return to the problem areas and make correction and adjustments. Part 6c. Small Group Evaluation

For the scavenger hunt activity, the way I would implement the small group evaluation would be to get about ten students if possible and then present the activity as if it were the completed product. I would break the students into two or three groups. I would then go through the introduction of the scavenger hunt, being careful to give the directions to the activity just as the teacher will on the day of the actual activity, and then I would let them do the actual scavenger hunt. At this point, I would become the observer and I would not intervene unless the students hit a snag and could not get around it in order to continue. I may also have the students take a small pre-activity questionnaire to assess their attitudes and expectations going into the activity.

During the observation time, I would be on the look out to make sure the students have the anticipated skills to get through the lesson the way I intended. I would also keep track of how fast they move through the activity and if they performed in any unexpected ways. I am generally looking at the flow of the activity and making sure that it matches

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how I anticipated it and taking note when it does not. After the activity, I would give the students a small questionnaire that would ask questions such as:

• Was the scavenger hunt easier or harder than you expected? Explain why or why not. • Was it fun to do? And if so, what made it fun? • What parts of the activity did you not like? • What would you change about the activity to make it more enjoyable for other students? • Would this be an activity you would like to do again? Explain why or why not.

Based on the data I would receive from the questionnaire, I would then go back to the

activity and make revisions to strengthen the overall flow and any other corrections that were observed or reported. Part 6d. Field Trial

This is going to be the final test of my activity before the entire school is invited to participate in it. Though some revisions may occur after the field trial, this will most likely be the last big test of my activity’s design. I plan on participating in the trial but I will do so only as an observer unless absolutely necessary. I also plan on having someone take video of the teacher during the introduction of the activity and the debriefing portion of the activity at the end. I want to be able to go back and analyze the adjustments the teacher made to my material and I want to see how the students responded to the teacher.

There will be a bigger group of students present during the field trial in order for me to get a better idea of how a larger sample of the student body will perform the activity. I am planning on giving another pre and post questionnaire to the students. These questionnaires will ask the same questions as the ones in the small group evaluation but with the addition of a couple of questions rating the instructor’s performance and areas that he can improve upon. The teacher will also be given a questionnaire that will include questions about their perceptions of student performance, major issues they had while conducting the activity, and any adaptations they made to the activity during the field trial.

Based on the teacher’s feedback I would then go back and make adjustments to the teacher portion of the activity. I would also look at the student questionnaires and make adjustments to the activity as a whole based on their feedback.

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Part 7. Formative Evaluation Report Part 7a. Evaluation Survey or Rubric Below is the email survey that I asked the Subject Material Expert to fill out after looking over all of my activity materials. He then emailed his completed survey back to me. This is a copy of the email he was sent: Good morning! Now that you have had a chance to look over all of the North End Scavenger Hunt materials, I would like you to take a few minutes and answer the following questions. Please be as detailed and honest as possible. Your feedback will help me improve the activity and catch things that I may have overlooked. Once you have answered the questions, simply reply to this email with your answers. Thank you for your time! Survey Questions:

1. How comfortable were you with the instructional material as it was presented to you? Was it clear and easy to understand? If no, what areas do you suggest improving upon?

2. When introducing the technological aspects of the activity, were you comfortable with the instructions you were presented? Were they clear to you?

3. Based on the materials given, are there any adaptations you would make during the activity? Why would you make these adaptations?

4. What could be added to or subtracted from the material to make the experience more positive for the teacher and the students?

5. Would you add or subtract any material to enhance student performance? If so, what?

6. This activity is currently geared for the study of history, how would you change the mechanics of the activity if it were adapted to another subject area?

7. Would you teach this activity if given the opportunity? If so, would you change anything?

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Part 7b. Report the Results of the Expert Review

I was pretty pleased with the results of the expert review. I felt that Mr. Rollins was very honest in his feedback and generally, the feedback he gave was positive. He did have some suggestions for improving various parts of the activity and once those improvements were implemented, the activity functioned better and it was also easier for instructor to execute.

In answering the first question of the survey, Mr. Rollins said he enjoyed the fundamental idea of the activity and thought it was very good way to marry technology and history together. He suggested that I include some bullet points on the Instructor Guide that gave the instructor more direction during the introduction of the activity and when describing why the North End neighborhood was historically significant. That suggestion had also been made during a class discussion and so I changed the Instructor Guide a bit to satisfy that feedback and hopefully give more scaffolding to the instructor.

Mr. Rollins was happy with the description of the technology and the instructions but mentioned giving the instructor specific bulleted out things to say to make it easier for them. He said that in terms of technology, the thought the use of Evernote in this was very creative and that he had not thought to use the app like that previously. He said he was now looking into using Evernote for a couple of his own activities.

Other things of note that came from the expert review were suggestions on how to improve the scavenger hunt questions. Something that I had not thought of when helping the instructor come up with scavenger hunt clues was the fact that our clues were very spread out and if the students were to actually walk to all of the locations, the students would be doing a lot of walking. This was very true and so I group clues together based on location to make walking to them less time consuming.

When giving suggestions about how this activity could be applied to other subject areas, Mr. Rollins mentioned having science classes use Evernote to perform an experiment in which groups of students each did a certain part of the experiment and then updated the Evernote app as they went. Then the next group of students would do their part of the experiment and then let the class know how their part went by using Evernote. It would allow for science classes to include students in remote places in on experiments. I thought this was a very cool idea and have passed that on to a couple of science teachers I work with.

The thing that pleased me the most about Mr. Rollins expert review of my material is that he said he would love to do this assignment with one of his classes at some point. Coming from him, that meant a lot to me and I hope to be able to facilitate that for him if he can find time to fit the activity in.

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Part 7c. Comments on Change This project has been quite the journey. What started as a small idea that I thought I might be able to pull off has turned into a very successful activity for my school and something that I am very proud of. As I stated in my synthesis reflection paper, I was surprised by the amount of collaboration that went into this final product both with the SME and the class during our discussions. Based on these interactions, changes were made to the scavenger hunt that I think made it a better activity. I also have some ideas about how I would change this activity when I do it again, which will be in the fall. This will now be an event my school holds every semester. The changes I am thinking about are as follows:

• I would be more thoughtful of geographical locations of landmarks so that students do not have to spend so much time walking from one to another. I streamlined the clues a bit prior to the activity based on the SME feedback I received, but I will do so even more in the future.

• I will collaborate with the instructor and SME to come up with more scavenger hunt clues. The students didn’t take anywhere near the three hour allotted time to finish the scavenger hunt. Most of the teams were done in about two hours. This means I need to add some more clues and make some of the existing clues a little more difficult to figure out.

• As my school gets more digital devices, I would make the teams smaller. I don’t think all of the students got equal time using the devices and I think more devices would have solved that problem.

• I think I will also include more elements into the scavenger hunt that would make students interact with more people during the activity. I am thinking about things like finding homeowners in the neighborhood that can tell a little bit about their historical house and would not mind sharing those stories with the students. This would bring more relevance to the activity as a whole.

Now that the activity has finished, I am eager to try it again. I had fun seeing the students search out clues and I think the instructor and staff enjoyed seeing how technology can facilitate learning on new levels. As I said above, I am very proud of how this turned out and glad that this class gave me the opportunity to experiment and foster a small idea into something that my school and students can use in the future.

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Part 8. AECT Standards Grid Professional Standards Addressed (AECT) The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) X ID Project 1.1.1 Analyzing X ID Project 1.1.2 Designing X ID Project 1.1.3 Developing X ID Project 1.1.4 Implementing X ID Project 1.1.5 Evaluating X Selected Discussion Forums; ID Project 1.2 Message Design 1.3 Instructional Strategies X ID Project 1.4 Learner Characteristics X ID Project Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) X ID Project 2.1 Print Technologies X Reading Quiz; ID Projects 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies X (all assignments) 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization X (all assignments) 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization X

ID Project

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 X 5.2 Criterion-Referenced Measurement X ID Project 5.3 Formative and Summative Evaluation X ID Project 5.4 Long-Range Planning

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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.”

6. Define the word “systematic” as it relates to instructional design

7. Define “learning” and synthesize its definition with the practice of instructional design

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

9. Describe the major components of the instructional design

process and the functions of models in the design process

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

11. Build an instructional design product that integrates major

aspects of the systematic process and make this available on the web.

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

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

analysis

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

b. Describe the rationale for and processes associated with

creating design documents (objectives, motivation, etc.)

i. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific instructional task

iii. Develop assessments that accurately measure

performance objectives c. Select and implement instructional strategies for selected

learning tasks

i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the

formative evaluation of instructional products i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and

empower learners with diverse backgrounds, characteristics, and abilities.

13. Apply state and national content standards to the

development of instructional products

14. Meet selected professional standards developed by the Association for Educational Communications and Technology

15. Use various technological tools for instructional and

professional communication

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AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design 1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions 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

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.

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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.

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.

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4.0 Management (none specifically addressed in 503)

5.0 Evaluation 5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional 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

Edtech 503 - Instructional Design Project

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