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7/27/2019 Final Instructional Design Project.pdf
1/20
Lauren Savinelli
EdTech 503
Spring, 2012
Final Instructional Design Project
Part 1: Topic
Part 1a: Stated Learning Goal: After 3 hours of instruction (three, one hour sessions) students
will be able to create a Microsoft Publisher brochure which highlights the influential person
from their research project. The students will need to include background color, text, pictures,
and at least one bulleted list.
Part 1b: Description of the audience: The targeted learners will be fourth graders. Students
abilities vary from limited experience using computers in general to wide knowledge of
Microsoft programs, including Publisher.
Part 1c: Rationale: The grade level I teach requires each student to complete anindependent research project. Traditionally, students would compile their findings onto a
poster board. I decided that this method of presentation is rapidly becoming outdated. Since
most of my students have been exposed to Microsoft Power Point, I thought I would try to
show them something they were less familiar with. I decided to choose Microsoft Publisher
brochures for several reasons. First of all, brochures are likely items which they have seen
before. Familiarity for children provides comfort. Secondly, Publisher is a tool I was never
introduced to as a student and I strongly believe its a valuable resource I was unable to take
advantage of.
My project is primarily generative. In a generative strategy, learners manipulate and
construct their own knowledge. I will provide some guidance for my students by introducing
Microsoft Publisher, but they will learn chiefly through exploration. The limited experience
students have with Publisher may make this project seem more supplantive (teacher-driven).
The reason I feel strongly that it will develop generatively is because most of my students are
familiar navigating similar computer programs. I am fairly certain they will catch on quickly and
comfortably be able to develop a quality brochure.
The major instructional strategy under which my goal would be classified is Learning
Procedures. Although the preliminary research aspect demonstrates DeclarativeKnowledge, the Microsoft Publisher brochure is a separate entity. The learning of a
procedure involves the ability to apply that procedure in a variety of previously un-encountered
situations (Smith & Ragan, 2005, p.
189). The students will apply their research using the procedures I guide them through during
Publisher training. Once my students gain confidence by working through the simple
procedures, I hope to see them explore some of the more complex components of the
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EdTech 503
Spring, 2012
program. According to Smith and Ragan, concepts are a prerequisite to learning procedures. I
will teach my students the concepts, guide them through the procedures, and let them explore
independently and learn by doing.
Part 2: Analysis Report
Part 2a1: Description of the Need: 25 fourth grade students completed the survey (questions
below) in class using SMART Response Clickers. The questions were projected on the SMART
board so students were able to anonymously respond. I chose to make this survey anonymous
so students didnt feel social pressures to answer in a certain way. SMART Notebook software
allows me to easily collect data, organize it into tables and graphs, and then analyze it.
Part 2a.2: Analysis of Student Survey Questions: Since my target group is so young, I have
only included ten questions in their survey. I wanted to keep it simple in order to have
beneficial data.
Question 1 asked students, Do you
have a computer at home? I was
not surprised to see that 100% of my
students responded yes. I have
only had a couple students in the last
few years that did not have a home
computer. This makes the
foundation of the project easier todeliver. Although students were not
familiar with the software required
to create this project, the foundation
skills were already established.
2.
The majority of my student sample
felt self-assured with computer use. I
expected at least a few students toreport answer D but was pleased to
see their confidence level was pretty
high.
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Lauren Savinelli
EdTech 503
Spring, 2012
3.
83 % of my students have never used
Microsoft Publisher to create an
informational brochure. This means I
will have to design my instruction
paying particularly close attention to
detail without making any
assumptions.
4.
My students have a lot of exposure
to technology. I was surprised to see
one student (8%) reported that he or
she did not enjoy using technology to
create presentations. My
interpretation of this response would
be that this student enjoys using
technology for self-selected
purposes, not creating presentations.
5.
Students were given this survey after
we went through the concept map asa class. I explained to them each step
wed be taking throughout the
research, training, and creation of
their brochure. All students but one
said they felt prepared to move on
and begin. After inquiring, I found
out the student who responded no
is our new student who wont be
participating in this assignment. At
least he was carefully paying
attention to the questions!
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EdTech 503
Spring, 2012
6.
I was amazed to see how much
weekly computer time some students
reported. More than half the class
stated that they were on a computer
an hour a day or more. This supports
the research that curriculum and
technology need to be interwoven.
7.
I would like to further investigate this
response. I found the results
interesting that 45% of my students
had indeed used Microsoft Publisher,yet only 16% reported earlier to using
it for the purpose of creating
informational brochures.
8.
In order to create structure and
guidance for the research end of this
assignment, I have provided a
worksheet which outlines specific
information I expect the students toresearch. The internet is too broad
for students who dont feel
comfortable using it yet.
9.
I can guarantee that the same 12%
who dont feel comfortable using the
internet for research (question 8) arethe same students who reported
never using the internet before to
research. I will need to spend
additional time with these students
in order to help them research
effectively before expecting them to
create a Publisher brochure using
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EdTech 503
Spring, 2012
Part 2b: Description of the Learning Context: Chapter 3 of Smith and Ragan introduces threeneeds assessment models: The Problem Model, The Innovation Model, and the Discrepancy
Model. My ID project most closely fits with the discrepancy model. Designers using this model
presume that learning goals are already identified and that instruction is currently offered
related to these goals. (Smith and Ragan) This means my project will be evaluated using
summative assessment.
The goals of my instructional system:
Students will compile the findings from their research project (prior knowledge) into aMicrosoft Publisher pamphlet.
Students will become proficient enough with Publisher to change their brochure'sbackground color, add text, add pictures, and add at least one bulleted list.
Determining how well identified goals are already being achieved:
We will start with a one hour, guided session which introduces MicrosoftPublisher. During this training session, students will be building a sample Publisher
brochure, step by step with the instructor (projected on SMART Board.) Every student
will have their own computer to work on. This concrete modeling will help students to
learn through experience. The second hour will be used to help students get their own Publisher document
created. They will start by deciding what information should go on each page (pre-
determined on a worksheet which was completed during the research phase.)
The third hour will be brochure construction. Students will work independently, withsupport available as needed to add required elements to their brochure.
Summative assessment will happen before and after each hour, analyzing the students'understanding of the learning goals and reevaluating instruction as needed.
their findings.
10.
After seeing 100% of students
respond yes to owning a computer,
and more than half report to daily
usage, I decided to take it a step
further. I was surprised to see 65%
of the nine and ten year old students
in this group had a personal
computer in their bedroom.
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EdTech 503
Spring, 2012
A final assessment will be done by determining if the Microsoft Publisher brochurecaptured all required elements established in the learning goals.
Some questions I may ask my target audience (keeping in mind, they are 9-10 years old) before
beginning include:
1. What does it mean to "research?" (This tells me if the students understand even themost basic foundation of this assignment)
2. Have you ever used a computer?3. Do you know how to save a document into your student network folder?4. Have you ever had the opportunity to type an assignment rather than hand write it?5. Have you heard of Microsoft Publisher?6. Have you ever created a brochure?7. Have you ever created a brochure on the computer using Microsoft Publisher?8. What would you like to accomplish from this assignment?
Part 2b.1: Learning Context: This instruction will take place in the school's computer lab. In
the lab, each student will have their own desktop with Microsoft Publisher installed. Students
will work on this project in three sessions. The sessions will span over the course of three
weeks (one per week.) The lab will be available from 10:00-11:00 during these days. Students
will also have the opportunity to receive additional support on computers in the
classroom. Since their projects will be saved to the student network, they can be accessed from
any school computer. There will be 25 fourth graders and one instructor. The instructor will
model each step of the training using a SMART board projection of her personal laptop.
Students will not move on to the next task until the previous one has been completed
successfully. The class will all build a dummy brochure first in order to practice the new skills.
Once they have concluded training, students will work independently, compiling their
researched material into a new Publisher brochure. Instructor will be available for ongoing
support.
Part 2b.2: Transfer context: Students will be able to take what they have learned through this
project and apply it in countless different ways. Microsoft Publisher allows users to create
brochures, pamphlets, flyers, even menus. Learners will be able to transfer the context of their
training to any future research assignment. This training could also be applied in a future
workforce environment, school club, or even to create advertisement.
Part 2c: Characteristics of Learners: Characteristics of learners can include vital componentssuch as intellectual ability, cognitive learning styles, psychosocial traits, gender, ethnicity and
racial groups. The nice thing about my ID project is that it accommodates all types of different
students. The children were allowed to choose ANY historical figure that positively changed the
world. By doing this, they were able to tap into their background knowledge as well as have the
freedom of choice. When given choices, students will usually feel more inclined to put in the
work to find answers. As for learning styles, a computer-based project opens up more
opportunities than a traditional written research paper. This ID assignment will be delivered to
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EdTech 503
Spring, 2012
25 fourth graders. There are 10 girls and 15 boys participating. Learners range from very low
ability level to gifted students. Around 40% of this class is considered socioeconomically
disadvantaged. Their reading levels range from 2nd
to 8th
grade.
Part 2d: Learning task analysis
Part 3: Planning
Part 3a: Learning Objectives:
1. 4th grade students will be able to conduct background research on a historical figure.2. Students will be able to look for specific information (provided by teacher) and use the
Internet (Google Safe Search) to find answers.
3. Students will be able to organize research on a teacher-created worksheet.
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EdTech 503
Spring, 2012
4. Students will attend one hour of Microsoft Publisher training and be able to performbasic tasks in Publisher required for their final product.
5. Students will be able to compile research findings into a Microsoft Publisher brochure.6. Students will receive training to include text, a graphic, background color, and a bulleted
list. Students will add each of these elements to their final product.
7. In two, one-hour computer lab sessions, students will be able to complete a MicrosoftPublisher brochure which highlights their research.
8. Students will be able to perform self-editing, checking for accurate information as wellas grammatical errors.
9. Students will be able to peer-edit at least one other brochure and have two peers edittheir own.
10.Students will print and present their final project by reading through each part of theirbrochure, explaining their research findings to the class.
Part 3b: Matrix of Objectives, Blooms Taxonomy, and Assessments:
Learning
Objectives
(a)
Bloom's (revised)
Classification* (b)
Format of
Assessment
(c)
Description
of Test
Form (d)
Sample Items (e)
1
Understanding
(classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate,
paraphrase)
Paper and
pencilWorksheet
Teacher-created worksheet
which guides what
information students will be
required to locate. Using
the worksheet as a guide,
(sample questions listed
below) students will
determine what type of
figure will be appropriate to
research based upon the
information available to
complete research.
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EdTech 503
Spring, 2012
2
Understanding
(classify, describe,
discuss, explain,identify, locate,
recognize, report,
select, translate,
paraphrase)
Paper and
pencilWorksheet
Teacher-created worksheet
which guides what
information students will be
required to locate. (For
example: When was your
person born? When did
they die? What country was
most of their work
performed in? What are the
three most important
contributions they made to
society? etc...)
3
Applying (choose,
demonstrate,
dramatize, employ,
illustrate, interpret,operate, schedule,
sketch, solve, use,
write)
Paper and
pencil Worksheet
Teacher-created worksheet
which guides what
information students will be
required to locate. Fill-in-
the-blank style questions
(listed above).
4
Remembering
(define, duplicate,
list, memorize,
recall, repeat,
reproduce state)
Performance Checklist
The learner has successfully
been able to create each of
the basic tasks required on
the checklist.
5
Creating (assemble,
construct, create,
design, develop,
formulate, write)
Performance Checklist
The learner has successfully
been able to create each of
the basic tasks required on
the checklist.
6
Remembering
(define, duplicate,
list, memorize,
recall, repeat,
reproduce state)
Performance Checklist
The learner has successfully
been able to create each of
the basic tasks required on
the checklist.
7
Creating (assemble,
construct, create,
design, develop,
formulate, write)
Performance Checklist
The learner has successfully
been able to create each of
the basic tasks required on
the checklist.
8
Evaluating
(appraise, argue,
defend, judge,
select, support,
value, evaluate)
Paper and
pencilRubric
The learner has created a
presentation which has
apparent editing, with
accurate information, free
of grammatical errors.
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EdTech 503
Spring, 2012
9
Analyzing (appraise,
compare, contrast,
criticize,
differentiate,
discriminate,
distinguish,
examine,
experiment,
question, test)
Paper and
pencil
Rubric
The learner has created a
presentation which has
apparent editing, with
accurate information, free
of grammatical errors.
10
Understanding
(classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate,
paraphrase)
Oral
PresentationRubric
Learner will share their
findings to their peers,
showcasing the Publisher
brochure they have
created.
Part 3c: ARCs Table:
Categories &
Subcategories
Process Questions
ATTENTION
A.1. Perceptual
arousal
A.2. Inquiryarousal
A.1. What can I do to capture their interest?
In order to capture the attention of the learners, I will begin by allowing
them to choose any historical figure who has impacted history in a positive
way. I will then model a program which most have had limited exposure
to. They will complete simple steps with me to gain confidence using the
program and become increasingly eager to explore it in depth on their
own.
A.2. How can I stimulate an attitude of inquiry?Students will be able to look for specific information (provided by teacher)
and use the Internet (Google Safe Search) to find answers. They will
undergo the task of searching for facts and pictures in order to prepare a
presentation using Microsoft Publisher.
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EdTech 503
Spring, 2012
A.3. Variability A.3. How can I maintain their attention?
By assigning small pieces as a time, students will be less likely to feel
overwhelmed. Since most of the learners have not been exposed to
Publisher, I will show them one piece at a time, letting them practice with it
before moving on to the next.
RELEVANCE
R.1. Goal
orientation
R.2. Motive
matching
R.3. Familiarity
R.1. How can I best meet my learners needs (How do I know their needs?)
Learners must first undergo a survey which analyzes previous experience
with computer use, internet use, internet research abilities, and exposure to
Microsoft Publisher. Once I know what each learner has already learned, I
can use it to develop their skills further.
R.2. How and when can I provide my learners with appropriate choices,
responsibilities, and influences?
Two things must happen before I am able to provide learners with
appropriate choices. First, I must review the background research each
student completed. Providing the information is accurate, I will analyze thecomputer use survey. Students will then attend one hour of Microsoft
Publisher training and be able to perform basic tasks in Publisher required
for their final product.
R.3. How can I tie the instruction to the learners experiences?
The learner was able to select the historical figure to research. Students will
choose a figure whom has some relevance to their educational exposure.
CONFIDENCE
C.1. Learning
requirements
C.1. How can I assist in building a positive expectation for success?
Instructor modeling is key. By introducing the project piece by piece,
learners are accountable for each step along the way. Students will be able
to compile research findings into a Microsoft Publisher brochure through
repetitive exposure and instructor modeling.
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EdTech 503
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C.2. Success
opportunities
C.3. Personal
control
C.2. How will the learning experience support or enhance the students
beliefs in their competence?
As learners progress through the two, one-hour training sessions, they will
gain confidence in their abilities with Microsoft Publisher. Instructor will beavailable for guidance and peer editing has been built into the training
sessions. Through peer editing, students are able to view the work of others
which often enhances creativity and overall product quality.
C.3. How will the learners clearly know their success is based on their efforts
and abilities?
The learners will have a rubric to follow. If they are able to successfully
implement text, a graphic, background color, and a bulleted list, they will
feel success from the training. Students will add each of these elements to
their final product and be graded according to the rubric provided at the
beginning of the assignment.
SATISFACTION
S.1. Natural
consequences
S.2. Positive
consequences
S.3. Equity
S.1. How can I provide meaningful opportunities for learners to use their
newly acquired knowledge/skill?
Once learners have attended the two, one hour training sessions, they will
be able to compile research findings into a Microsoft Publisher
brochure. Creating an electronic brochure is a skill which can be used for
future assignments and career tasks.
S.2. What will provide reinforcement to the learners successes?
The learner will be able to assess their own product using the rubric given
before turning it in. They will also have the opportunity to work with peers
for editing and verification of completion. Once they have had the
opportunity to practice their new skills using Microsoft Publisher, students
will feel successful and ready to use this program for future assignments.
S.3. How can I assist the students in anchoring a positive feeling about their
accomplishments?By providing positive reinforcement, I can point out strength areas for each
learners finished product. I can also provide constructive criticism to help
students understand if the completed brochure could be enhanced in some
areas.
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EdTech 503
Spring, 2012
Part 4: Instructor Guide:
Introduction:
Activate Attention or Gain Attention: Begin by polling learners to identify familiarity of
Microsoft Publisher. Instructor can show sample brochures to allow learners to preview what
their final product will be. Inform learners that the research which was previously done will
now be applied to a digital presentation.
Establish Purpose or Inform Learners of Purpose: Have learners brainstorm historical figures
which hold significance to them. It is up to the instructor to decide what types of restrictions
need to be places on the learners selection. For this outline, learners must choose someone
whopositivelyimpacted history. Explain to learners how Microsoft Publisher will be a useful
tool to use for future presentations.
Arouse Interest and Motivation or Stimulate Learners Attention/Motivation: Model for
learners some of the skills they will acquire using Publisher. Instructor needs to clearly identify
the goal, to use technology to demonstrate proficiency in regards to their research.
Preview the Learning Activity or Provide Overview: Instructor will use the concept map
(previously created) to preview the training schedule and expectation for this assignment. At
this time, learners can ask the instructor questions which may arise.
Body:
Recall Relevant Prior Knowledge or Stimulate Recall of Prior Knowledge: During the first (of
two) training session, instructor will remind students of the overview which was given during
the introductory session. The instructor will pass out the (previously completed and checked)
graphic organizer which holds the research elements of this project. The instructor will remind
learners that this material will be used to create a Microsoft Publisher brochure.
Process Information and Examples or Present Information and Examples: Learners will first
spend the first hands-on training hour working with the instructor on a sample document. The
purpose of this is to practice with form before focusing on content. It is at this step that
learners will be trained to include text, pictures, background color, and at least one bulleted list
with Publisher.
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Focus Attention or Gain & Direct Attention: Learners will experiment without risk using the
initial Publisher document. Once learners feel confident implementing the requirements listed
above, they will move on to the actual presentation piece. Learners will use the research
previously completed to create a historically accurate brochure which will be presented to
others upon completion.
Employ Learning Strategies or Guide or Prompt Use of Learning Strategies: Using the concept
map, learners will go through a series of training steps before completing the final product. If
a learner does not feel comfortable moving on to the next step, they will have the opportunity
to receive additional training. Encourage learners to consider how the skills they are acquiring
may be useful for future research presentations.
Practice or Provide for and Guide Practice: The next hour will be self-paced practice. Learners
will be encouraged to try several of the Publisher templates to determine which will fit theirproject best. They may also experiment with layout and content. All of these things will help
the learners gain familiarity with the program. Instructor needs to be available for ongoing
troubleshooting, support and guidance.
Evaluate Feedback or Provide Feedback: Instructor must provide continuous
feedback. Learners must be guided each step of the way during a project with
software learners (likely) have never seen. As stated on the concept map, learners will go
through a series of self, peer, and instructor edits. All of these stages provide opportunities for
evaluation and feedback.
Conclusion:
Summarize and Review or Provide Summary and Review: Instructor will summarize the lesson
with each learner during the editing process. It is important for the instructor to provide
feedback and critique if a learner is not proficiently using the program. This final review allows
the learner time to make revisions.
Transfer Learning or Enhance Transfer: Encourage students to think of other places/times
where creating a brochure may be useful. Learners will likely suggest future class
assignments. Encourage learners to think about how a program like this could be used for
businesses, schools, hospitals, etc.
Re-motivate and Close or Provide Remediation and Closure: Learners should print their final
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brochure only after all editing has been done. A rubric has been created to show learners
exactly what is expected on their final project. This is a good time for learners to reflect on the
process.
Assess Learning or Conduct Assessment Evaluation: Using a previewed rubric, instructor andlearner can determine how to evaluate the final product. This is also when the instructor will
resurvey learners to see how comfort levels have changed with Microsoft Publisher.
Feedback and Seek Remediation or Provide Feedback and Remediation: Instructor will
provide detailed feedback of the final product. Learner will come to the instructor with any
assessment questions or discrepancies. Learners will then present a final, polished product to
their peers.
Part 5: Learner Content:
5a: Learning Materials 5b: Assessment Materials Technology Tool Rationale
Internet Research guide (teacher-
created worksheet) to ensure
learner is searching for the
correct information.
Internet research is
something that many learners
in this age group have little
experience with. The internet
has boundless information
which students need to be
able to effectively use.Microsoft Publisher Software Rubric: Formative and
summative assessment for
each of the requirements
listed in objective.
Software training which can
be applied to future
coursework. Microsoft
Publisher can be used to
organize data into a wide
variety of formats for
different educational needs.
Part 6: Formative Evaluation Plan:
Part 6a: Expert Review Plan:
The Education Technology Specialist at my school is my subject matter expert. I submitted my
final plan to her and we reviewed it together. We discussed the following questions:
Does this lesson look appropriate for fourth grade?
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EdTech 503
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Is this the type of experience you feel learners will have long-term use for? Do you foresee any particular areas where the instructor or learners will struggle? Do you feel this project contains all essential elements to be used by an inexperienced
instructor?
Do you have any suggestions for improvement?She had positive feedback for all of the questions. As for suggestions, they will be discussed in
part 7.
Part 6b: One-to-one Review Plan:
Instructor will evaluate the quality of the design using two learners from another class. The two
students may have different levels of computer proficiency. There will be one boy and one
girl. They will both be fourth graders. All materials will be provided including the concept map
and instructor guide. Instructor will provide a sample of a completed Microsoft Publisher
brochure as well as an outline for the background research. The instructor will be providedwith the learning goal as well as the grading rubric. The students will also have the opportunity
to review the goals and rubric.
The instructor will be asked the following questions:
Did you feel prepared to teach this lesson with the materials provided? What can beimproved?
Were there any parts where you felt you had to improvise the lesson? If so, whichparts?
Did you feel comfortable teaching this lesson to fourth grade students?The learners will be asked the following questions:
Which parts of the instructions seemed difficult to follow, if any? How comfortable would you feel to complete a Microsoft Publisher brochure after
seeing the sample and being guided through the steps provided?
What do you think you will learn from this project? Is there a part of the project that seems too difficult for you? Which parts of the project are you are really excited to do?
Part 6c: Small Group Evaluation Plan:
Small Group Evaluation
Before evaluating a small group, the instructional designer must make revisions based upon the
feedback from the previous evaluation. Under the supervision of the designer, the instructor
will work through the lesson with a small group of students, five to ten. The students who were
previously evaluated will not be part of this trial. The learners will begin to work with Microsoft
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Publisher using the concept map provided. The instructional designer will make note of any
areas where the instructor guide is not clear. The instructor will be responsible to evaluate
students based upon rubrics and checklists. The learners and instructor will then be asked
questions similar to those above before moving on to the full field trial.
Part 6d: Field Trial Plan:
Field Trial
After reviewing the One to One and the Small Group evaluations, the full field trial will take
place. There will be approximately 25 fourth graders who will participate in this trial. All
components of the instructional design project will be used to deliver the lesson. The
instructional designer will observe the project from start to finish before evaluating the
following:
Were the instructions complete?
How was the difficulty level? Did the instructor struggle to follow the lesson design? Did the learners enjoy the project? Are the learners able to explain the value of a project like this? Was there enough time allocated to deliver quality instruction? Did the instructor work towards the learning goal?
Part 7a: Evaluation Rubric:
Outstanding Good Needs
Improvement
Comments
Does this lesson lookappropriate for fourth
grade?
Is this the type ofexperience you feel
learners will have long-
term use for?
Do you foresee anyparticular areas where
the instructor or
learners will struggle?
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Do you feel this projectcontains all essential
elements to be used by
an inexperienced
instructor?
Do you have anysuggestions for
improvement?
Students may
require more time
for mastery than
allocated.
Consider
scheduling
additional time to
allow students to
play with thesoftware.
Part 7b: Report the Results of the Expert Review:
The SME for this project was very pleased with the completeness of each piece. As the
facilitator of teacher technology instruction at our school, she is familiar with giving adults
instructions for curriculum implementation. She felt my instructor guide was well written and
would be easy for any instructor to follow, experienced or not. As for the lesson itself, she felt
the requirements were well within the parameters of a fourth graders abilities.
Part 7c: Comments on Change:
The SME who did my evaluation saw very few things which would require adjustment. The only
major thing she noticed as a potential problem was the amount of time I had allocated for the
entire project from instruction to presentation. She felt the learners would benefit from
additional play time with Microsoft Publisher in order to gain confidence and familiarity. This
is something that can easily be adjusted for any class, depending on age, experience, computer
exposure, etc.
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Lauren Savinelli
EdTech 503
Spring, 2012
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.
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 Project1.1.4 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 Technologies2.3 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
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Lauren Savinelli
EdTech 503
Spring, 2012
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